Abstract
Early childhood care and development (ECCD) in Ghana have received attention in the lat decade. To ensure quality of instruction and build capacity of early childhood teachers and caregivers, the National Nursery Teachers’ Training Centre was set up by the government to offer specialized training in nursery education for teachers and nursery attendants. Universities and the Colleges of Education have been mandated to train teachers for early childhood education. This study therefore sought to find out the effects of level of education and years of experience of teachers on their interactions with children (3 - 5) in early-childhood institutions in Ghana using the Caregiver Child Interaction Scale (r = 0.77). The sample (N = 103; Female 99%): made up of teachers from thirty-one preschools in the Greater Accra Region of Ghana were observed during their normal classroom routine. There appeared not to be any statistically significant difference between the teachers’ level of education and years of experience on the interaction scores.
Highlights
It has been just a little over a decade since the Government of Ghana put together the early childhood care and education policy to cater for the needs of working mothers and their infants
Teachers’ years of experience with childcare varied from 1 - 20 years. This could probably be due to an increase in the participation in kindergarten and early childhood programmes as a whole (Sivan, 2010)
The present study examined relationships between the teachers’ interaction scores on developmental domains with their level of education (Table 2) and years of experience (Table 3)
Summary
It has been just a little over a decade since the Government of Ghana put together the early childhood care and education policy to cater for the needs of working mothers and their infants. The United Nations Educational, Scientific and Cultural Organization (UNESCO) International Bureau of Education (IBE) country profile report on Early Childhood Care and Education programmes in Ghana (2006) revealed that only 22.2% of 22,014 early childhood teachers had received training. National policy (ECCD, 2002) in Ghana aims to address current problems of access and quality in early childhood education by promoting the professional identity, prestige and respect for early childhood educators. The Ghanaian government mandated teacher education institutions such as Colleges of education, Universities of Education i.e. Cape Coast and Winneba were expanded to maximize use of their training facilities, as well as prepare researchers and early childhood leaders who can assume critical roles in advancing early childhood education throughout the nation. National Nursery Teachers’ Training Centre (NNTTC) was set up by government to enable training of nursery teachers and attendants over three months duration
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