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ERIC Number: EJ1164626
Record Type: Journal
Publication Date: 2017-Dec-23
Pages: 9
Abstractor: As Provided
ISSN: EISSN-1990-3839
Unpacking Instructional Strategies of Early Childhood Teachers: Insights from Teachers' Perspectives
Thompson, Mumuni
Educational Research and Reviews, v12 n24 p1199-1207 Dec 2017
Even though previous research points to the significance of early childhood teachers' practices that take into consideration the nature of children and how they learn, there is limited research regarding how instructional strategies impact children's development in diverse ways. To close this gap in literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out over a six-month period. One research question guided the study, namely, which instructional strategies do teachers use in a kindergarten classroom? Data used were semi-structured individual interviews and pair-based interviews and fieldnotes of classroom observations. Both within and across case interpretative analysis, as was used. The findings of this study revealed these teachers believed that instructional strategies impacted children's development in different ways; they pointed to play-based instruction and integration as well as specific strategies such as picture-walk and think-pair-share that they believed promoted effective teaching and learnng in kindergarten classrooms which in turn, enhanced and promoted children's multiple intelligencies in terms of socio-emotional, physical, cognitive and language development.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana
Grant or Contract Numbers: N/A