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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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 |
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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 |
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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 |
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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 |
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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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1764473255616315392 |