Exploring Stakeholder Perceptions of Quality Early Childhood Education
in Private Day Care Centers in Ghana: A Qualitative approach
Abstract
In Ghana, despite increasing enrolment, majority of children do not have
access to quality early childhood education. The lack of a context
specific and culturally relevant definition of quality in early
childhood education is one of the challenges stakeholders face in
promoting quality standards in Ghana. In this paper, we use data
collected through qualitative semi-structured interviews to explore
stakeholder definition of quality in early childhood education, the
implications of quality, and the key characteristics emphasized in
recruiting teachers into quality early childhood education. For the
participants, quality early childhood education embodies three key
components: safety, nutrition, and teaching. Cognitive development,
social skills and leadership abilities were emphasized as some of the
benefits of quality early childhood education for children. Regarding
the recruitment of teachers, participants emphasized tertiary education
rather than attitudinal and behavioral qualities as relevant for
teachers in early childhood education. In view of the emphasis placed on
nutrition in defining quality, we recommend that advocacy groups must
ensure that the government’s school feeding program extends to day care
centers. This will go a long way to ensure that children from poor
households are not excluded from the benefits of quality early childhood
education.