British Journal of Education (BJE)

EA Journals

Early Childhood

Promotion of Creative Development of Early Childhood Learners: ECE Teachers’ Perspective on How in Atebubu Amantin Municipal (Published)

The aim of the study sought to examine the impact of teacher’s creativity on the creative development of early childhood learners. In providing a clear justification to the purpose of the study, the qualitative research approach and the case study as the research design. The target population for the study was all the lower primary teachers in Early Childhood Development Model in Atebubu (ECD). The census was used as the sampling technique due to the relatively small number of the participants. Ideally, the semi-structured interview was used as the instrument for the study. The study found that Intellectual risk-taking, brainstorming, teachers’ narrative and dramatization activities promote learners’ creative abilities and development. The study concluded that teachers creating spaces for play, giving students access to time ask questions and providing learners active environment that are resource-rich, and supporting musical play in the classroom promote learners’ creative abilities. The study recommended that providing teachers with opportunities to improve their creativity via continuing professional development is an important step in enhancing their understanding of the benefits of creativity in the classroom and assisting them in becoming more creative educators.

Citation: Adjei D.W. (2023) Promotion of Creative Development of Early Childhood Learners: ECE Teachers’ Perspective on How in Atebubu Amantin Municipal, British Journal of Education, Vol.11, Issue 2, 1-12

Keywords: Early Childhood, Education, creative development

Early Childhood Teachers’ Characteristics and Self-Efficacy Variances: The Case of Kindergarten Teachers in Central Region, Ghana (Published)

The focus of the study was to examine the self-efficacy variances of kindergarten teachers based on their background characteristics in Central Region, Ghana. A descriptive cross-sectional survey was employed. Data were gathered from 1413 KG teachers using a questionnaire adapted from the Ohio Teachers Efficacy Scale. The teachers were randomly selected from ten districts in the Central Region of Ghana. Data were analysed using MANOVA. It came to light that statistically significant differences exist between urban and rural teachers (p =.010); young, middle aged and old teachers (p = .000); professional and non professional teachers (p = .018); novice, experienced and more experienced teachers’ (p = .000) level of combined self-efficacy. However, there was no difference in male and female teachers’ self-efficacy. It was recommended heads of schools should develop peer assessment and mentoring models for teachers to facilitate interaction between less experienced and young KG teachers and the older and more experienced ones; qualified teachers should be posted to teach in kindergartens.

Keywords: Early Childhood, Kindergarten, Self-Efficacy

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