There are unhelpful attitudes and belief systems that affect how pre-primary education is viewed in Ghana. Families and communities have not demonstrated good relationships with teachers to develop trust to understand how their children's developmental progress in schools. Sending your children to school at the right age is critical for children to generate their interest, to stay and complete school. And a quality pre-primary education can have a positive impact on a child's cognitive, social and emotional development, growth, school readiness and future economic potential.
The focus of pre-primary education must go beyond access to include quality and equitable access in terms of focus, processes, family and community involvement and integration of local knowledge of learning processes that pre-school children should be exposed to before an during formal schooling. It is a mistake to prioritize access alone; both quality and equitable access matter.
Family and community engagement with teachers can develop trusting relationships with teachers and ensure supportive and strong teaching and learning environment, and a positive and responsive caregiver also supports the reduction the effects of adversity and fosters young children's positive development and learning.
What can you do to support children at home using traditional methods and surroundings such as when cooking farming and bathing?
How are you stimulating your children at home to improve their learning - teaching them how to sing, dance and, draw in the sand.
Do you visit your child's school, how do you know your child is learning and teachers are teaching them in a safe environment?
And what support are you providing to the school to enable the learning environment improve?