Teachers’ exposure level to the use of assessment methods in kindergarten centres within the Effutu municipality
- May 21, 2022
- Posted by: rsispostadmin
- Categories: Early Childhood, IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue IV, April 2022 | ISSN 2454–6186
Richard Amo, Michael Subbey (Ph.D.)
Department of Early Childhood Education, Faculty of Educational Studies, University of Education, Winneba
Abstract: The purpose of the study was to examine teachers’ exposure level to the use of assessment methods in kindergarten centres within the Effutu municipality. The mixed methods explanatory sequential design was used for the study. The study comprised 42 randomly sampled kindergarten teachers. Questionnaires were administered after which five kindergarten teachers were purposively selected and interviewed. Data were analyzed using percentages, mean, standard deviation, themes and One-way ANOVA. For all test, the level of significance was at 0.05. The study revealed that kindergarten teachers had low literacy level in early childhood assessment. They also used pencil-paper or exercises as the main means of collecting assessment data about children learning and development. Furthermore, they focused their assessment on numeracy, literacy, creative art and environmental studies. The study further revealed that majority of kindergarten teachers in the study were not professionally trained in early childhood education. It was recommended among others; capacity building workshop on early childhood assessment related issues (concepts, methods and uses) should be organized periodically for practicing kindergarten teachers. Besides, there is the need to conduct a research into teacher preparation programs in relation to early childhood assessment to establish the content of assessment, course that student teachers undertake; the duration and availability of opportunities for practice.
Keywords: exposure level, assessment, methods, kindergarten centres
I. INTRODUCTION
Background
The desire to understand what happens to children in terms of their development and learning in the early stage has been a concern for scholars over the years. Johnson (1988) noted that the Child Study Movement was formed as a result of this desire. Johnson further pointed out that the group was made up of developmental psychologist and early childhood practitioners. The aim of the group was to observe children to discover their ways of learning and development so they can help develop programs to help in the process (Blenkin & Kelly, 1992). Blenkin and Kelly (1992) reported that groups work became more influential on assessment and curriculum development for children. The work of the group resulted in the use of developmental approach to assessing children. In this approach curriculum and assessment of children was linked to their development.
