Abstract
In Ghana, despite increasing enrolment, majority of children do not have access to quality early childhood education. The lack of a context-specific and culturally relevant definition of quality in early childhood education is one of the challenges stakeholders face in promoting quality standards in Ghana. In this paper, we use data collected through qualitative semistructured interviews to explore stakeholder definition of quality in early childhood education, the implications of quality, and the key characteristics emphasized in recruiting teachers into quality early childhood education. For the participants, quality early childhood education embodies three key components: safety, nutrition, and teaching. Cognitive development, social skills, and leadership abilities were emphasized as some of the benefits of quality early childhood education for children. Regarding the recruitment of teachers, participants emphasized tertiary education rather than attitudinal and behavioral qualities as relevant for teachers in early childhood education. In view of the emphasis placed on nutrition in defining quality, we recommend that advocacy groups must ensure that the government’s school feeding program extends to day care centers. This will go a long way to ensure that children from poor households are not excluded from the benefits of quality early childhood education.
Highlights
In several countries across the globe, state and educational authorities have developed specific policies and implementation frameworks to promote quality and equitable education for all
To promote and contribute to this developmental agenda by the UN, the United Nations Educational, Scientific and Cultural Organisation (UNESCO) has made it a part of its work to ensure that all boys and girls across the globe have access to not just education and quality Early Childhood Care and Education (ECCE) [2]
We first explore the perception of participants regarding quality ECE. We follow this with an exploration of the perception of participants regarding the effects of quality ECE on child development
Summary
In several countries across the globe, state and educational authorities have developed specific policies and implementation frameworks to promote quality and equitable education for all. Colker [27] emphasizes that, to be effective, a teacher in early childhood education must possess the relevant academic training and skills together with personal attributes that have been identified as relevant for working with children.
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