Ghana : Can Training Change Preprimary Teachers' Practices and Improve Children' Skills?
To ensure that children arrive in primary school ready to learn, policymakers around the world are increasingly focusing on what happens in preprimary education programs and whether childrenare developing the skills needed for primary school. But p...
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| Format: | Brief |
| Language: | English |
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World Bank, Washington, DC
2018
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| Online Access: | http://documents.worldbank.org/curated/en/661121543355500910/Ghana-Can-Training-Change-Preprimary-Teachers-Practices-Improve-Childrens-Skills http://hdl.handle.net/10986/30933 |
| Summary: | To ensure that children arrive in
primary school ready to learn, policymakers around the world
are increasingly focusing on what happens in preprimary
education programs and whether childrenare developing the
skills needed for primary school. But properly structuring
preprimary programs and ensuring teachers are prepared
requires the right training and curricula development. In
some cases, it also may be necessary to help parents
understand how preprimary programs, such as preschools, can
best improve learning in a developmentally appropriate way.
This is the challenge in Ghana, where preprimary programs
focus on reading, writing, rote memorization, homework, and
teachers and sometimes use physically and verbally harsh
discipline. Most teachers in preprimary programs in Ghana
have little or no training, and parents expect their young
children to get homework rather than learn through play and
activities. To test how to successfully restructure early
education in private and government programs, researchers
worked with government and other partners on a training
program to encourage teachers to use a play-based,
childcentered curriculum and create a positive classroom environment. |
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