Publication:
Ghana: Can Training Change Preprimary Teachers' Practices and Improve Children' Skills?

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dc.contributor.authorWorld Bank
dc.date.accessioned2018-12-04T17:23:19Z
dc.date.available2018-12-04T17:23:19Z
dc.date.issued2018-11
dc.description.abstractTo ensure that children arrive in primary school ready to learn, policymakers around the world are increasingly focusing on what happens in preprimary education programs and whether childrenare developing the skills needed for primary school. But properly structuring preprimary programs and ensuring teachers are prepared requires the right training and curricula development. In some cases, it also may be necessary to help parents understand how preprimary programs, such as preschools, can best improve learning in a developmentally appropriate way. This is the challenge in Ghana, where preprimary programs focus on reading, writing, rote memorization, homework, and teachers and sometimes use physically and verbally harsh discipline. Most teachers in preprimary programs in Ghana have little or no training, and parents expect their young children to get homework rather than learn through play and activities. To test how to successfully restructure early education in private and government programs, researchers worked with government and other partners on a training program to encourage teachers to use a play-based, childcentered curriculum and create a positive classroom environment.en
dc.identifierhttp://documents.worldbank.org/curated/en/661121543355500910/Ghana-Can-Training-Change-Preprimary-Teachers-Practices-Improve-Childrens-Skills
dc.identifier.doi10.1596/30933
dc.identifier.urihttps://hdl.handle.net/10986/30933
dc.languageEnglish
dc.publisherWorld Bank, Washington, DC
dc.relation.ispartofseriesFrom Evidence to Policy;
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo
dc.subjectTEACHERS
dc.subjectTEACHER EFFECTIVENESS
dc.subjectTEACHER TRAINING
dc.subjectEARLY CHILDHOOD DEVELOPMENT
dc.subjectPREPRIMARY EDUCATION
dc.subjectEARLY EDUCATION
dc.titleGhana: Can Training Change Preprimary Teachers' Practices and Improve Children' Skills?en
dc.typeBriefen
dc.typeFichefr
dc.typeResumenes
dspace.entity.typePublication
okr.crossref.titleGhana: Can Training Change Preprimary Teachers' Practices and Improve Children' Skills?
okr.date.disclosure2018-11-27
okr.date.doiregistration2025-04-07T08:34:39.393457Z
okr.date.doiregistration2025-04-08T16:16:24.724060Z
okr.date.doiregistration2025-04-09T02:48:18.635181Z
okr.doctypePublications & Research::Brief
okr.doctypePublications & Research
okr.docurlhttp://documents.worldbank.org/curated/en/661121543355500910/Ghana-Can-Training-Change-Preprimary-Teachers-Practices-Improve-Childrens-Skills
okr.guid661121543355500910
okr.identifier.doi10.1596/30933
okr.identifier.externaldocumentum090224b0866382e0_1_0
okr.identifier.internaldocumentum30644604
okr.identifier.report132535
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/661121543355500910/pdf/132535-BRI-PUBLIC-add-series-27-11-2018-15-36-50-EPGhanaRead.pdfen
okr.region.administrativeAfrica
okr.region.countryGhana
okr.topicEducation::Early Childhood Development
okr.topicEducation::Educational Institutions & Facilities
okr.topicEducation::Effective Schools and Teachers
okr.unitEDU GP GLOBAL (GEDGE)
relation.isSeriesOfPublication5aedba5e-13ff-4089-9a64-ed60acefbc8b
relation.isSeriesOfPublication.latestForDiscovery5aedba5e-13ff-4089-9a64-ed60acefbc8b
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