Small Spaces, Big Innovations: Teachers’ Perspectives of Learning Centers for Literacy Development in Resource-Constrained Environments

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Early Childhood Best Practices (Table 3)

Abstract

This study explored Ghanaian kindergarten teachers' perspectives on learning centers' contribution to early literacy development. Guided by the Learning Centers and Literacy Development framework, we examined the interplay between learning centers, teacher's role, student engagement, and literacy outcomes. Using quota and maximum variation sampling techniques, 15 teachers in Effutu Municipality were interviewed. Findings revealed teachers had understanding and positive perceptions of learning centers' contribution to literacy development. However, large class sizes, inadequate resources, and behavioral management issues were identified as challenges. The study provides insights into adapting learning centers in resource-constrained environments, contributing to culturally responsive pedagogies in early childhood education. It offers policy and practice recommendations to improve learning centers' effectiveness in Ghanaian K-12 public schools and other settings.

Authors

• Anthony Woode-Eshun, University of South Florida

• Seth Badu, New York University