This study investigated early childhood education (ECE) teachers’ knowledge of classroom environmental factors that influence learners’ active involvement in the Lower Manya Krobo District of Ghana. Using a descriptive survey design and census sampling procedure, data were collected from 122 ECE teachers through structured questionnaires, based on two research questions. Descriptive statistics and regression analyses were employed to examine their knowledge of the environmental factors and their knowledge of those factors that influence learners’ active involvement in the classroom. Findings from the study revealed that the ECE teachers recognized the importance of teaching and learning materials, ventilation, and teacher-learner interactions as sustaining leaners’ focus and involvement. Despite strong knowledge levels, regression results showed no statistically significant relationship between age, educational qualification and teacher knowledge of the environmental factors and their knowledge of factors that influence learners’ active involvement, while years of experience had a negative effect. These findings underscore the need for targeted professional development that bridges the gap between theoretical knowledge and practical implementation of the knowledge.
Keywords: Early Childhood Education, active learner involvement, early childhood learners, environmental influences, teachers’ knowledge
