Educational Research and Reviews
Subscribe to ERR
Full Name*
Email Address*

Article Number - 597DDD855277


Vol.13(1), pp. 21-31 , January 2018
https://doi.org/10.5897/ERR2017.3397
ISSN: 1990-3839


 Total Views: 0
 Downloaded: 0

Full Length Research Paper

Unpacking activities-based learning in kindergarten classrooms: Insights from teachers’ perspectives



Charles Nyarko Annobil
  • Charles Nyarko Annobil
  • Department of Basic Education, Faculty of Educational Studies, University of Education, Winneba, Ghana.
  • Google Scholar
Mumuni Thompson
  • Mumuni Thompson
  • Department of Basic Education, College of Education Studies, Faculty of Educational Foundations, University of Cape Coast, Ghana.
  • Google Scholar







 Received: 10 October 2017  Accepted: 22 November 2017  Published: 10 January 2018

Copyright © 2018 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0


Even though previous research points to the significance of kindergarten teachers’ practices which consider the nature of children and how they learn, there is still limited research regarding how learning activities impact children’s development. To address this gap in literature, a qualitative multi-case study into teachers’ perceptions of classrooms practices of four kindergarten teachers’ in two Ghanaian schools, Tata and Kariba, were carried out over a six-months period. One research question guided the study, namely, ‘what kinds of learning activities do teachers engage kindergarten children. The sources of data comprised transcripts of audiotaped semi-structured individual interviews, pair-based interviews and field notes of classroom observations. Both within the case and across case interpretive analyses were constructed. The study revealed that teachers in both rural and urban settings described child-initiated and teacher-initiated activities they believed impacted children’s development in diverse ways.

 

 Key words: Learning activities, cognitive constructivist theory, development, children, Piaget, spirituality.

Abu-Jaber M, Al-Shawreb A, Gheith E (2010). Kindergarten teachers' beliefs toward developmentally appropriate practices in Jordan. Early Childhood Educ. 38:65-74.
Crossref

 

Astriayulita A (2017). Implementation environmental education with 2013 curriculum of early childhood education Study descriptive in PAUD Taman Belia Candi Semaranga 2016-2017). BELIA: Early Childhood Education Papers 6(1):41-45.

 
 

Boeijie H (2010). Analyses in qualitative research. Los Angles: Sage Publications.

 
 

Bonwell CC, Eison A (1991). Active learning: Creating excitement in the classroom. Association for the Study of Higher Education, George Washington University, Washington.

 
 

Bredekamp S (2014). Effective practices in early childhood Educating: Building a foundation. New Jersey: Pearson Education Inc.

 
 

Carter SL (2013). Intervening in formal learning: Activity theory as a tool. McGill J. Educ. 48(3):491-510.
Crossref

 
 

Charlesworth R, Hart CH, Burts BC, Thomasson RH, Mostley J, Fleege PD (1993). Measuring developmentally appropriateness of kindergarten teachers Beliefs and practices. Early Childhood Res. Q. 8:255- 276.
Crossref

 
 

Copple L, Bredekamp S (2009). Developmentally appropriate practice in early childhood programmes serving children from birth through age 8 (3rd ed.). Washington, D.C.: National Association for the Education of Young Children.

 
 

Hyson MC, Hirst-Pasek KH, Rescorla L (1990). The classroom practices inventory: An observation instrument based on NAEYC's guidelines for developmentally appropriate practices for 4-5-year-old children. Early Childhood Res. Q. 5(4):475-494.
Crossref

 
 

Hedge AV, Cassidy R (2009a). Teacher beliefs and practices regarding developmentally appropriate practices in India. Early Childhood Devel. Care 179(7):837-847.
Crossref

 
 

Kim SR (2017). The action research for configurating of the domain of free-choice activities reflecting children's interest. Unpublished thesis, Korean Language Education, The Graduate School of Education, Ewha Womans University, Korea.

 
 

Mangione PL, Maniates H (1993). Training teachers to implement developmentally appropriate practice. In S. Reifel (Ed.). Advances in early childhood education and care. Perspectives on developmentally appropriate practices (145-166). Greenwich: Jai Press.

 
 

Ministry of Education (2007). Education reforms in Ghana: Author.

 
 

Nsamennang AB (2008). Agency of early childhood learning. Contemporary Issues in Early Childhood Learning 9(3):211. 
Crossref

 
 

Parker D, Neuharth-Pritchett S (2009). Developing appropriate practices in kindergarten: Factors shaping teachers practices and beliefs. J. Res. Early Childhood Educ. 6(2):221-276.

 
 

Piaget J (1952). The child's conception of number. London: Humanities Press.

 
 

Pinar WF, Renolds WM, Slattery P, Taubman PM (1995). Understanding curriculum. New York: Peter Lang Publishing.

 
 

Riojas-Cotez, M. Alanis, A., Flores, B.B (2013). Early childhood teachers re-construct beliefs and practice through reflexive action. J. Early Childhood Teacher Educ. 34:36-45.
Crossref

 
 

Sekellariou M, Rentzou K (2010). Cypriot pre-service kindergarten teachers' beliefs about developmentally appropriate practices in early childhood education. Early Childhood Dev. Care 180(10):1381-1396.

 
 

Tan CT, Roo N (2017). How do children learn? Beliefs and practices reported by Kindergarten teachers in Singapore. Asia-Pacific J. Res. Erly Childhood Educ. 11(3):81-112.

 

 


APA Annobil, C. N., & Thompson, M. (2018). Unpacking activities-based learning in kindergarten classrooms: Insights from teachers’ perspectives. Educational Research and Reviews, 13(1), 21-31.
Chicago Charles Nyarko Annobil and Mumuni Thompson. "Unpacking activities-based learning in kindergarten classrooms: Insights from teachers’ perspectives." Educational Research and Reviews 13, no. 1 (2018): 21-31.
MLA Charles Nyarko Annobil and Mumuni Thompson. "Unpacking activities-based learning in kindergarten classrooms: Insights from teachers’ perspectives." Educational Research and Reviews 13.1 (2018): 21-31.
   
DOI https://doi.org/10.5897/ERR2017.3397
URL http://www.academicjournals.org/journal/ERR/article-abstract/597DDD855277

Subscription Form