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Over the past four decades, Ghana has set itself apart and made noteworthy strides in Early Childhood Education (ECE), recognising its crucial role in a child's development.
We are one of the few countries that have committed to providing two years of formal pre-primary education and in more recent years, have placed a focus on the implementation of a play-based curriculum through partnerships with organisations such as Lively Minds and the scaling of our inset package for teachers with Sabre Education.
Our efforts in the recent past demonstrate our commitment to ensuring that Early Childhood Education and Development are front and centre in our education.
Early childhood is a critical period for a child's cognitive, social, emotional and physical development. Quality ECE programmes set the foundation for future learning, success and well-being.
Play-based learning, a child-centred approach that recognises the importance and emphasises learning through play, is a highly effective method for promoting holistic child development.
Unlike traditional, teacher-directed learning, play-based learning allows children to actively engage with their environment and build their understanding of the world.
Some key principles include a focus on holistic development, child-centredness, collaboration and developing meaningful engagements through real-life experiences and the child’s interest.
In doing this, the child is likely to have better cognitive development as well as develop stronger social and emotional domains.
A child’s physical and language development is also a key benefit in play-based learning which is a key curriculum implementation strategy for early childhood education.
When one observes a school setting or a classroom setting adopting play-based learning, one will see a variety of learning activities that demonstrate the approach, including guided play, dramatic play, outdoor play, free play as well as constructive play.
When properly incorporated, play-based learning provides a platform for educators to create a stimulating and engaging environment that supports children's development and prepares them for future learning.
Ghana's partnership with Lively Minds to scale play-based learning across eight regions and the extensive work we have done with Sabre Education in the development of our inset package for ECE teachers which focuses on play-based learning are clear examples of what we are doing right.
Additionally, Ghana has been partnering with Right to Play, a global organisation dedicated to using sports and play to transform the lives of children and communities facing adversity.
They have been instrumental in promoting play-based learning and improving the quality of education with key initiatives including Partners in Play, teacher training, community engagement and curriculum development.
Incorporating Special Education Needs (SEN) into early childhood education is essential for ensuring that all children have equal opportunities to learn and develop.
By creating inclusive environments and providing individualised support, we can help children with SEN reach their full potential.
To do this effectively, it is important to consider significant strategies for prioritising special education needs.
Central to these strategies is the general focus on inclusive education where we create classrooms where all children are welcomed and supported, regardless of their abilities.
Developing tailored Individualised Education Plans (IEPs) that address the specific needs of children with special education needs is also critical.
This can be done when efforts are made by educators, both teachers and administrators, in early intervention and providing early support to identify and address developmental delays and challenges.
As always, there must be a strong focus on professional development that ensures teachers have the necessary training and knowledge to support children with special education needs.
Critical to ensuring that ECE is fully implemented, the human resources must be well developed to effectively meet the needs of their students through ongoing professional development.
Professional development must have thematic areas including helping teachers understand child development, developmental assessment and learning theories such as behaviourism, socio-cultural theory and more.
Educators must also have constant training and development in teaching strategies including enquiry-based learning and project-based learning as well as a clear pedagogical understanding of differentiation and assessment for learning as well as assessment of learning.
Teachers must also exhibit competencies in positive behaviour management, conflict resolution and emotional intelligence while demonstrating a strong knowledge of technology integration into their work.
The involvement of mothers in supporting early childhood education is fundamental. By training mothers to run play schemes in the GES Lively Minds Programme, Ghana has leveraged a valuable resource.
Mothers provide a nurturing and supportive environment for children, reinforcing the learning experiences gained in the classroom.
Additionally, evidence points to health benefits including reduced infections and reduced stunting as the training supports mothers to adopt healthy practices such as hand washing and providing nutritious meals.
Ghana's commitment to early childhood education and its innovative approach to play-based learning are commendable.
It is equally refreshing that the Vice-President and flagbearer of the New Patriotic Party (NPP) Dr Mahamadu Bawumia’s educational proposal zeros in on “value-based, inclusive and functional early education” that prioritises the “upscaling of play-based learning and providing special incentives to teachers in KGs and primary schools to attract high-performing teachers” into education with a focus on rural areas.
By continuing to prioritise special education needs, investing in teacher development and expanding access to quality ECE programmes, Ghana can ensure that its youngest citizens have the foundation they need for a bright future.
The writer is the Deputy Director-General for Quality and Access of the Ghana Education Service.
