https://journals.uew.edu.gh/index.php/ijeccer <p><strong>T</strong><strong>he International Journal for Early Childhood and Educational Research</strong><strong> </strong>focuses on the publication of Empirical and position papers in Early Childhood Education, Basic education and other related areas of study. The Journal is under the auspices of the Department of Early Childhood Education.</p> <p class="p1">The Journal publishes high quality manuscripts of international standard. Papers admitted to this journal must be original and of quality that would meet international interest. Manuscripts admitted to this journal are subject to peer and blind review process; involving an international panel of researchers who are experts in relevant fields. The journal is published in both print and online editions.</p> <p class="p1">ISSN NUMBER: 3057-353X</p> en-US msubbey@uew.edu.gh (Michael Subbey, Ph.D) boakyeagyeman@uew.edu.gh (Boakye Agyeman) Fri, 10 Jan 2025 20:59:17 +0000 OJS 3.2.1.0 http://blogs.law.harvard.edu/tech/rss 60 https://journals.uew.edu.gh/index.php/ijeccer/article/view/390 This study explored the strategies available in the identification of at-risk children in early childhood classrooms within the Effutu Municipality. The study adopted an exploratory case study design. The researcher purposively selected twelve early childhood teachers in the six classrooms, using semi-structured interview guide and observational checklist to collect data for the study. Qualitative data were analysed using thematic analysis. And the checklist was analysed using content analysis. The study established that the classrooms identified and observed do not have tools, but they employed some strategies to identify such learners. Also, it was found out that, there were learners with special educational needs in early childhood classrooms. Finally, it was found out that the schools mainly depended on informal strategies of screening at-risk conditions among learners. The study recommends that, regualr in-service training must be regularly organised for teachers at early grade centres by the education Directorate in the Districts and Municipalities, to upgrade the knowledge of teachers regarding at-risk conditions among early grade learners Hamida Salifu Quendar, Michael Subbey Copyright (c) 2025 International Journal for Early Childhood and Educational Research https://journals.uew.edu.gh/index.php/ijeccer/article/view/390 Fri, 10 Jan 2025 00:00:00 +0000 https://journals.uew.edu.gh/index.php/ijeccer/article/view/383 Child labour is a global canker that plagues developing countries more with one in four children involved. Using the grounded theory design, we explore the experiences and consequences relating to educational and career aspirations of 10 purposively selected basic school students engaged in child labour activities from two Junior High Schools in fishing communities in the Cape Coast Municipality. In-depth interviews and focus group discussions were used to gather data. Data were then coded, analysed and a theoretical model developed describing the six components of Strauss and Corbin’s (1990) paradigm model designed for grounded theory research. We found that though fishing and its related activities abound in the fishing villages, participants also engaged in farming activities such as cutting and selling thatch, and weaving and selling kloba.1 Despite it being very dangerous, the kloba work was more lucrative sometimes than fishing activities. It also emerged that participants have little or no knowledge of the link between academic programs and their related jobs. We conclude that participants have limited exposure on various career information and choices available to them. We recommend that school counsellors and other social workers educate parents, children and significant others on the hazardous nature of child labour on pupils’ education, and optimum development; and to provide career information and opportunities to these children. Nyuiemedi Agordzo Edoh-Torgah Copyright (c) 2024 International Journal for Early Childhood and Educational Research https://journals.uew.edu.gh/index.php/ijeccer/article/view/383 Fri, 10 Jan 2025 00:00:00 +0000 https://journals.uew.edu.gh/index.php/ijeccer/article/view/381 Literature indicates that most Early Grade schools in Ghana are managed by people who have not undergone relevant training as there are no pre-service training opportunities in the county for them. People who are untrained for assigned tasks may encounter challenges in task execution. The purpose of this paper was to examine the challenges confronting heads of public Early Grade schools in the Awutu Senya West District. Mixed methods approach underpinned by pragmatism was employed for the study. Specifically, sequential explanatory mixed methods design was used. The population was 120, comprising 60 headteachers and 60 assistants headteachers, who were all involved in the study through census frame at the quantitative phase of the study, to respond to a questionnaire. while maximal variation technique was employed to select 12 participants (6 headteachers and 6 assistant headteachers) for interviews at the qualitative phase. The quantitative data collected was analysed using descriptive statistics such as mean and standard deviation with the aid of SPSS v.24. The qualitative data collected in the second phase of the study was used to explain, clarify or expand the initial quantitative findings, when necessary. It emerged that inadequate teaching staff and material resources, low level of motivation among staff, teacher retention, and large class-sizes, among others, constituted the administrative-related challenges confronting the Early Grade headteachers in the study area. The study also found out that inadequate funding by the government, budgetary constraints, and delay in releasing funds constituted the financial-related challenges of the headteachers. The study concluded that the financial challenges posed a threat to effective management and development of the schools. Therefore, to augment the effort of the government, it was recommended that the schools should engage in income generating activities and organise events such Speech and Prize-Giving Days, and ‘Back-to-school weeks’, where efforts could be made to invite parents and business leaders and encourage them to donate funds and materials resources for the development of the schools. Hinneh Kusi, Adu Hayford Copyright (c) 2024 International Journal for Early Childhood and Educational Research https://journals.uew.edu.gh/index.php/ijeccer/article/view/381 Fri, 10 Jan 2025 00:00:00 +0000 https://journals.uew.edu.gh/index.php/ijeccer/article/view/384 The publication of examination scores from the Programme for International Students Assessment and the associated public discourses on which countries perform excellently and which ones do not have raised questions about teacher quality across the globe. Professional Teaching Standards have been suggested, designed, and implemented worldwide in varied shapes. Some have argued that Teachers’ Professional Standards increase teacher quality, which translates into an improvement in students’ learning achievement. Professional Teaching Standards are viewed by many as part of the solution to the current deficit in global education and learning. This paper, therefore, examines the evolution, development, implementation and impact of Professional Teaching Standards on the learning outcomes of students. The desk research design was employed for the study, enabling the researchers to review local and international policy documents, journals, textbooks, newspapers, conference papers and manuals for secondary data. The study established that most countries use results from Programme for International Students Assessment to vindicate their educational efforts. However, mixed findings were recorded on the impact of Professional Teaching Standards on the country’s Programme for International Students Assessment ranking. The study recommends the incorporation of Professional Teaching Standards into Initial Teacher Education programs; application of technology in teacher education and professional development; Programme for International Students Assessment examinations for initial teachers; and the need to develop professional standards purposely for educational administrators and managers. Iddrisu Bariham, Alhassan Shafawu, Ruth Mutheshi Copyright (c) 2024 International Journal for Early Childhood and Educational Research https://journals.uew.edu.gh/index.php/ijeccer/article/view/384 Fri, 10 Jan 2025 00:00:00 +0000 https://journals.uew.edu.gh/index.php/ijeccer/article/view/382 The study explores the impact of parental influence and career counselling on career choice. The data were collected from 103 postgraduate students from universities in the Tema and Accra metropolises using a survey questionnaire. Multiple regression analysis was employed to analyse the data and test the hypotheses. The results indicate that career counselling, career choice, and parental influence significantly influenced their lifestyle. Career counselling had a positive impact on career choice. Moreover, the study highlights the importance of career guidance and counselling in helping postgraduate students make informed career decisions. The results have significant implications for policymakers, educators, and career counsellors who aim to promote career development among postgraduate students. It is recommended that career counselling services be made readily available to postgraduate students and that parents and guardians be encouraged to play a more active role in supporting and guiding their children's career decisions. Adjei Aaron, Kagbetor Evans Kwashie, Sandra Ewoenam Akua Torsah Copyright (c) 2024 International Journal for Early Childhood and Educational Research https://journals.uew.edu.gh/index.php/ijeccer/article/view/382 Fri, 10 Jan 2025 00:00:00 +0000 https://journals.uew.edu.gh/index.php/ijeccer/article/view/385 This case study investigates the management of cultural diversity at Atebubu Senior High School to analyze how these efforts influence inclusion and academic success among students from diverse cultural backgrounds. Grounded in the Sociocultural Theory of Learning, which underscores the significance of social and cultural contexts in cognitive development, this research employs a qualitative approach, and the phenomenological research design. The study's population includes all teachers and students at the school. A purposive sampling method was used to select 34 participants, consisting of 4 teachers and 30 students. Data were collected through in-depth interviews with the participants, focus group discussions, observations and document analysis. The findings reveal several achievements, including the successful implementation of culturally responsive teaching practices, enhanced cross-cultural understanding among students, and improved academic performance linked to inclusive teaching strategies. However, obstacles such as insufficient teacher training, limited resources for diversity programs, and challenges in addressing cultural biases within the school community were also identified. Based on these findings, the study recommends that educational practitioners, policymakers, and researchers should prioritize enhancing cultural diversity management practices and actively work to create inclusive learning environments in secondary schools. Rebecca Arthur Copyright (c) 2024 International Journal for Early Childhood and Educational Research https://journals.uew.edu.gh/index.php/ijeccer/article/view/385 Fri, 10 Jan 2025 00:00:00 +0000 https://journals.uew.edu.gh/index.php/ijeccer/article/view/391 This study explores the impact of biopsychosocial issues on academic performance among Senior High School students in Accra. Recognizing that academic challenges often stem from biological, psychological, and social factors, the research aimed to identify specific problems affecting student performance and how these can be managed. Utilizing a survey method, the study involved 200 students from four different schools, examining their views on the relationship between these biopsychosocial problems and academic outcomes. Findings indicated that drug abuse, particularly of substances like weed and cocaine, significantly contributes to poor academic performance, while stress also detracts from students' success. The study advocates for the employment of counsellors at all educational levels to address these challenges effectively and enhance academic achievement. Bubune Malik, Bernard Ayisi Copyright (c) 2025 International Journal for Early Childhood and Educational Research https://journals.uew.edu.gh/index.php/ijeccer/article/view/391 Fri, 10 Jan 2025 00:00:00 +0000