NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1166099
Record Type: Journal
Publication Date: 2018-Jan-10
Pages: 11
Abstractor: As Provided
ISSN: EISSN-1990-3839
Unpacking Activities-Based Learning in Kindergarten Classrooms: Insights from Teachers' Perspectives
Annobil, Charles Nyarko; Thompson, Mumuni
Educational Research and Reviews, v13 n1 p21-31 Jan 2018
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.
Academic Journals. e-mail:; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana
Grant or Contract Numbers: N/A