International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue IV, April 2021 | ISSN 2454–6186

The New Kindergarten Curriculum In Ghana: Critiques And Analysis On Cultural Identity And Global Citizenship As A Core Competence

Maxwell Buabeng*, Mohammed Shiraz, Ernest Die
University of Education Winneba, Ghana
Corresponding Author*

Introduction
Education has significantly contributed to an increase in expanding skills, creating a stimulating atmosphere for creativity, and constructing the human resources needed for a potentially informed economy. Early childhood education has become the world’s fastest expanding field in the educational enterprise. Since the project’s creation, the number of children participating in nursery programs has more than increased. Effective primary school teaching has become a major problem in many countries around the world, and most African countries, including Ghana, have made efforts to promote the accelerated development of early childhood education. Curriculum means various things to different individuals in early childhood education. It may apply to a theory, a program, or a process. The curriculum, according to the National Association for the Education of Young Children (NAEYC, 2009), consists of the information and abilities to be learned in the school program as well as the preparations for activities from which children can learn. Epstein (2007) describes education as the expertise and abilities that teachers are required to teach and children are expected to acquire, as well as the preparations for activities that will promote learning.
Early Childhood Education (ECE) centers have been part of Ghana’s education structure since 1843, when the Basel Mission added Kindergartens (KGs) to some of their primary schools in what was then the Gold Coast, now Ghana. By 1920, this concept had spread to other missions and a few people. The Education Act of 1961 transferred all private schools, including Early Childhood Education Centresto the Ministry of Education. Despite recognizing the value of Early Childhood Education, the government was unwilling to include it in the free Compulsory Universal Basic Education (fCUBE) scheme due to financial constraints. Ghana’s government incorporated kindergarten education into the standard of public education in 2007. (Osei-Poku&Gyekye-Ampofo, 2017).
Early childhood education has the ability to form a nation’s future by serving as the cornerstone upon which all other educational levels are developed, thus equipping children with the abilities, behaviors, and competencies needed for individual and national growth. Most countries have recently formalized early childhood care and education, allowing private and public interest in