Early Childhood Pedagogy in a Ghanaian Sociocultural Medley: a Case Study of Two Kindergarten Classrooms in the Central Region

Abstract

In a quest for quality-driven early childhood education settings, it is important to explore subtleties that define socio-culturally-relevant pedagogy that is often ignored in scholarly literature. ·. To address this gap in literature, a multi-case study approach was used to explore 4 kindergarten teachers' views regarding early childhood pedagogy over a six month period in kindergarten classrooms in two schools in the Awutu Senya East District ih Central Region, G~ana. This study sought to establish why children's sociocultural c~ntexts influence choice of pedagogy in kindergarten classrooms. The sources of data comprised semi-structured individual interviews, pair-interviews and field notes of classroa.rns observations. Both within and across case interpretative analysis was used. The study established that, participants in the two cases perceived that a socio-cultural context-bq,sed pedagogy such (lS learning materials …