The research sought to review the curriculum of Early Childhood Education in Ghana: a case in public schools in Ashanti region. The purpose of the study was to improve Kindergarten education in Ghana in terms of curriculum, methodology and supervision. This study therefore adopted descriptive research methods with interview and questionnaire administration to investigate the curriculum delivery in early childhood education in Ghana. Respondents for the study were 30 kindergarten (KG) teachers from 15 selected public KG schools, 12 teacher-trainees, eight teacher educators from a College of Education and five KG coordinators. The study revealed that teachers were not doing curriculum-based teaching. The integrative approach methodology was not being followed due to formal examinations conducted by officers from the Ghana Education Service. This suggests that integrative approach to teaching which is intended to fill a gap in promoting quality teaching and learning in early schooling has not been addressed. It was also established that monitoring and supervision has not been the best since implementation of the Early Childhood Education curriculum. Equity in the provision of logistics for special needs children mentioned in the curriculum has not been implemented. Though mentioned in the curriculum, there was no delivery guide for the KG teacher.
Keywords: Early Childhood Development, Early Learning, Kindergarten, Pre-School
