Abstract:
The study assessed knowledge and practice of preschool teachers about early
childhood educational best practices in the Cape Coast Metropolis. A descriptive
research design was adopted for the study. The study employed quantitative
approaches through the use of self-developed questionnaires. In all Krejcie and
Morgan sample size determination table was used to select 217 preschool teachers
using the multistage sampling technique. The data were analysed using both
descriptive and inferential statistical tools. The findings from the study revealed
that preschool teachers were aware of and have knowledge about early childhood
educational best practices. Also, results from the study indicated that even though
preschool teachers had knowledge about the early childhood best practices, they
did not apply or implement them in the classroom. Some challenges including
lack of teaching learning materials hindered the implementation of early
childhood educational best practices among preschool teachers in Cape Coast
Metropolis. It was recommended from the study that, the Ministry of Education
should ensure that the developmental goals and objectives in the early childhood
development curriculum reflected local values and informed approaches to
classroom practices. It was further revealed that the curriculum should also reflect
the customary practices, traditions, and rituals that touched the lives of children in
various cultural contexts and encourage the participation of children in the
everyday activities of their community. Early childhood teachers should be given
professional training.
