An Assessment of Ghana’s Enacted Kindergarten Curriculum

African Journal of Teacher Education

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Field Value
 
Title An Assessment of Ghana’s Enacted Kindergarten Curriculum
 
Creator Sofo, Seidu
Asola, Eugene F.
Ocansey, Reginald
 
Description Drawing on the policy enactment theory, the present study assessed the enacted kindergarten (KG) curriculum in Ghana. Participants were 101 kindergarten teachers in one district of the Upper West Region of Ghana. They completed the Kindergarten Enacted Curriculum Scale (KECS) once. The KECS included 13 items (KG1) and 17 items (KG2) that assessed the extent to which participants taught content in four subscales: literacy and numeracy (LN), psychosocial skills (PS), environmental studies (ES), and physical development (PD). Participants responded to items on a 4-point Likert scale as major focus (scored 3), minor focus (scored 2), touched on briefly (scored 1), and not taught (scored 0). Descriptive and inferential statistics were computed for the entire scale and for each subscale. Results indicated that most participants focused on the LN and ES subscales; with the most neglected content areas being the PS and PD subscales. Most KG1 teachers focused on LN (Listening/Speaking—97.7%), with the lowest percentage in PS (Getting Along/Others— 25.0%) and PD (Physical Exercise—29.5%). Similarly, KG2 teachers focused on ES (Healthy Individual-93.0%), and the lowest percentage in PS (Knowing/Living with Others–39.3%) and PD (Spatial Awareness—42.1%). PS was positively correlated with PD, ES, and KECS. Inferential tests revealed gender differences for the PD subscale. Data indicated grade level differences in teaching LN and PD. These findings suggest that kindergarten teachers in this study continued to focus on academics (LN and ES), despite the emphasis of the KG curriculum being on the holistic development of the young child.
 Keywords: Assessment, curriculum, kindergarten, Ghana, teachers
 
 
Publisher Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)
 
Date 2019-04-21
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://journal.lib.uoguelph.ca/index.php/ajote/article/view/5174
10.21083/ajote.v8i0.5174
 
Source African Journal of Teacher Education; Vol 8 (2019); 86-110
1916-7822
 
Language eng
 
Relation https://journal.lib.uoguelph.ca/index.php/ajote/article/view/5174/5088
 
Rights Copyright (c) 2019 African Journal of Teacher Education
 

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