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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Main Author: World Bank
Format: Brief
Language:English
Published: World Bank, Washington, DC 2018
Subjects:
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
id okr-10986-30933
recordtype oai_dc
spelling okr-10986-309332021-05-25T10:54:35Z Ghana : Can Training Change Preprimary Teachers' Practices and Improve Children' Skills? World Bank TEACHERS TEACHER EFFECTIVENESS TEACHER TRAINING EARLY CHILDHOOD DEVELOPMENT PREPRIMARY EDUCATION EARLY EDUCATION 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. 2018-12-04T17:23:19Z 2018-12-04T17:23:19Z 2018-11 Brief http://documents.worldbank.org/curated/en/661121543355500910/Ghana-Can-Training-Change-Preprimary-Teachers-Practices-Improve-Childrens-Skills http://hdl.handle.net/10986/30933 English From Evidence to Policy; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research :: Brief Publications & Research Africa Ghana
repository_type Digital Repository
institution_category Foreign Institution
institution Digital Repositories
building World Bank Open Knowledge Repository
collection World Bank
language English
topic TEACHERS
TEACHER EFFECTIVENESS
TEACHER TRAINING
EARLY CHILDHOOD DEVELOPMENT
PREPRIMARY EDUCATION
EARLY EDUCATION
spellingShingle TEACHERS
TEACHER EFFECTIVENESS
TEACHER TRAINING
EARLY CHILDHOOD DEVELOPMENT
PREPRIMARY EDUCATION
EARLY EDUCATION
World Bank
Ghana : Can Training Change Preprimary Teachers' Practices and Improve Children' Skills?
geographic_facet Africa
Ghana
relation From Evidence to Policy;
description 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.
format Brief
author World Bank
author_facet World Bank
author_sort World Bank
title Ghana : Can Training Change Preprimary Teachers' Practices and Improve Children' Skills?
title_short Ghana : Can Training Change Preprimary Teachers' Practices and Improve Children' Skills?
title_full Ghana : Can Training Change Preprimary Teachers' Practices and Improve Children' Skills?
title_fullStr Ghana : Can Training Change Preprimary Teachers' Practices and Improve Children' Skills?
title_full_unstemmed Ghana : Can Training Change Preprimary Teachers' Practices and Improve Children' Skills?
title_sort ghana : can training change preprimary teachers' practices and improve children' skills?
publisher World Bank, Washington, DC
publishDate 2018
url http://documents.worldbank.org/curated/en/661121543355500910/Ghana-Can-Training-Change-Preprimary-Teachers-Practices-Improve-Childrens-Skills
http://hdl.handle.net/10986/30933
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