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Cultural-historical psychology: interdisciplinary research perspectives & social practices

Publisher: Moscow State University of Psychology and Education

ISBN: 978-5-94051-174-8

Published in 2017


Enhancing Ghanaian kindergarten teachers’ implementation of indigenous play-based pedagogy through a professional development programme

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A Part of Article

In 2011, the government of Ghana in response to the recommendationsof the Dakar World Forum for Education, the Millennium development goals and Education Strategic Plan 2010-2020, prioritised the expansion and improvement of comprehensive early childhood care and education.

For Reference

  1. Awopegba, P. O., Oduolowu, E. A., &Nsamenang, A., B. (2013). Indigenous early childhood care and education (IECCE) curriculum framework for Africa: A focus on context and contents. Addis Ababa: UNESCO-IICBA.
  2. Creswell, J.W. (2014). Research design. (4th Ed.) Los Angeles: SAGE Publications Inc.
  3. Fleer, M. (2011).Conceptual Play: Foregrounding imagination and cognition during concept formation in early years education. Contemporary Issues in Early Childhood, 12(3), 224-240.
  4. Fleer, M. (2013). Play in the early years. Cambridge: Cambridge University Press.
  5. Fleer, M. (2015). Pedagogical positioning in play: Teachers being inside and outside of children’s imaginary play. Early Child Development and Care, 185 (11-12), 1801-1814.
  6. Gelisli, Y., &Yazici, E. (2015). A study into traditional child games played in Konya region in terms of development fi elds of children. Procedia-Social and Behavioral Sciences, 197, 1859-1865.
  7. Göncü A., Jain, J., &Tuermer, U. (2007). Children play as cultural interpretation. In: A., Goncu, & S. Gaskins (Eds.). Play and development: evolutionary, sociocultural, and functional perspectives. New Jersey: Lawrence Erlbaum, 155-178.
  8. Hakkarainen, P., Bredikyte, M., Jakkula, K., & Munter, H. (2013). Adult play guidance and children’s play development in a narrative play-world. European Early Childhood Education Research Journal, 21(2), 213-225.
  9. Hyvonen, P. T. (2011). Play in the School Context? The perspectives of Finnish teachers. Australian Journal of Teacher Education, 36(8), 48-67.
  10. Joseph, M., Ramani, E., Tlowane, M. & Mashatole, A. (2014). Masekitlanare-membered: A performance based ethnography of South African black children’s pretend play. South African Journal of Childhood Education, 4 (1), 17-41.
  11. Lord, A. & McFarland, L. (2010). Pre-service primary teachers’ perceptions of early Childhood philosophy and pedagogy: A case study examination. Australian Journal of Teacher Education, 35(3), 1–13.
  12. Makaudze, G. & Gudhlanga, S., E (2011). Playing and learning: The interface between school and leisure in Shona riddles. Mousaion 29 (3) 2011 pp. 298-314.
  13. Ministry of Education. Ghana Education Service. (2012). Programme to scale-up quality kindergarten education. Retrieved from https://issuu. com/sabretom/docs/10_12_12_fi nal_version_of_narrative_op accessed on 20th July, 2016.
  14. Rogers, S. (Ed.). (2011). Play and pedagogy: a confl ict of interest? In S., Rogers, (Ed.). Rethinking play and pedagogy in early childhood education: Concepts, contexts and cultures (pp 5-18). New York: Routledge.
  15. Tagoe, M., A. (2012). Incorporating cultural models in Universitybased adult education: The Ghanaian experience. International Journal of Lifelong Education, 31:5, 591-605.

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