Assessing the Quality of Physical Environments of Early Childhood Schools within the Cape Coast Metropolis in Ghana Using a Sequential Explanatory Mixed-Methods Design.

Thomas Schack,John Elvis Hagan,Salome Amissah-Essel

doi:10.3390/ejihpe10040081

Abstract

(1) Background: The last few decades have seen researchers giving considerable attention to the physical context of early childhood care and development (ECCD) centers because many of the underlying processes that link physical context are quite similar to psychosocial environmental factors regarding child development. However, research on the physical environments, and the employees’ understanding of the importance of physical environments, is often underestimated. The purpose of this study was to assess the quality of the physical environments of ECCD centers in the Cape Coast Metropolis, Ghana, and ascertain whether being a private or public center (center auspices) would be associated with the quality of its physical environment. A further inquiry into the educators’ understanding of the importance of physical environment on children’s developmental outcomes was made. (2) Methods: Using a sequential explanatory mixed-methods research design, all 160 ECCD centers in the Cape Coast Metropolis were assessed using a modified version of the Children’s Physical Environment Rating Scale (CPERS) and a semi-structured interview guide. (3) Results: Descriptive statistics indicated that more than half of the ECCD centers, 56%, rated “fair” on the quality of their physical environment. Although the locations and sites of these centers were of good quality, other physical environmental characteristics (i.e., “Planning of the Centre”, “Building as a Whole” and “Outdoor Space”) of ECCD centers were also rated to be fair. A Chi-square test showed that center auspices (i.e., being private or public) were not significantly associated with the quality of the physical environments of the centers [χ2 (2) = 2.490, p > 0.05], suggesting no significant difference between private and public ECCD centers in terms of the quality of their physical environment. A follow-up qualitative inquiry identified two themes as reasons why play yards in early years’ schools were not good: a ‘‘lack of funding” and “governmental support”. (4) Conclusions: Our findings suggest that the physical environments of ECCD centers are, to some extent, compromised. Stakeholders (e.g., Ghana Education Service, non-governmental/religious organizations, and private entrepreneurs) should help improve the quality of physical environments and also provide financial assistance for the provision of basic equipment (e.g., learning materials) for private and public ECCD centers in the Cape Coast Metropolis. Educators require in-service training to boost their in-depth understanding of the importance of physical environments on children’s developmental outcomes. Future studies could target children’s perceptions of their preschools’ physical environments as useful empirical information to help guide appropriate policy interventions.

Highlights

Child development literature reveals that the early years of a child’s education are essentially influential, and, across many societies of the world, attempts have been made towards investments by governments and other stakeholders to facilitate the development, learning opportunities, and healthy living for young children [1]
The results indicate that more than half of the early childhood care and development (ECCD) centers, 56% (N = 89) rated “Fair” on the quality of their physical environments, while only 14% (N = 23) of the ECCD centers have an “Excellent”
Our findings suggest that the overall physical environment of ECCD centers in the Cape Coast Metropolis is of a fair quality, a result that echoes similar research findings [5,37,54,55]

Summary

Introduction

Child development literature reveals that the early years of a child’s education are essentially influential, and, across many societies of the world, attempts have been made towards investments by governments and other stakeholders to facilitate the development, learning opportunities, and healthy living for young children [1]. Some educational theorists and practitioners (e.g., Werner, Piaget, Montessori) have continually acknowledged the significance of physical space in an early learning environment and that a child’s physical environment is one of the key determinants towards his or her holistic development [7]. Maxwell [9] reiterated that the architectural design of the physical environment should boost a child’s sense of competence (i.e., an ability to discover the physical world with independence), generating opportunities for learning and play. Physical motor activities are essential to the health and general wellbeing of young children by promoting healthy cognitive development, weight gain, good cardiovascular condition [10], motor skill development, and psychosocial health [11]

Objectives

Methods

Results

Discussion

Conclusion