SOCIO-EMOTIONAL DEVELOPMENT OF THE KINDERGARTEN PUPIL: THE ROLE OF ASSESSMENT IN THE KUMASI METROPOLIS, GHANA

Authors

  • Samuel Oppong Frimpong PhD, Department of Early Childhood Education, University of Education, Winneba, Ghana
  • Dorigen Osei Department of Early Childhood Education, University of Education, Winneba, Ghana

DOI:

https://doi.org/10.46827/ejae.v5i2.3506

Keywords:

socio-emotional development, social skills, empathy skills, relationship skills, children, assessment

Abstract

Socio-emotional development which includes a broad range of mental, behavioural, and self-control skills is used in social interactions to achieve social and emotional goals and adjustment. A well assessed socio-emotional development, through social skills, empathy skills and relationship skills, could help reform and guide against pupils mental, behavioural, and self-control skills and vice versa. This prompted the researchers to examine the influence of social skills, empathy skills and relationship skills on socio-emotional development of children in selected early childhood centres in the Kumasi Metropolis. The study was nested in quantitative design using Multiple Linear Regression Model. A sample of 242 kindergarten teachers from 149 early childhood centres in the Kumasi Metropolis were selected with the help of table of random numbers. The study established a strong and positive influence of assessment in the form of social skills, empathy skills and relationship skills on the socio-emotional development of the children in the selected centres. It is recommended that effective and regular in-service should be organized for kindergarten teachers in Ghanaian early childhood centres to expose to them to the need for sound assessment practices in the development of socio emotional skills of their learners. Teachers can influence the socio emotional development of their learners. They should therefore be mindful of their behaviours in the classroom and model a good behaviour for their learners to emulate.

Author Biographies

  • Samuel Oppong Frimpong, PhD, Department of Early Childhood Education, University of Education, Winneba, Ghana
    Samuel, Oppong Frimpong is an experienced university teacher with more than a decade teaching experience at a higher institution. He is a researcher interested in child growth and development, observation and assessment of the young child, interaction in Early childhood Education, and creating a developmentally appropriate environment for Early childhood Education provision. Samuel is currently a Senior Lecturer with the Department of Early Childhood Education in the University of Education, Winneba in Ghana. He holds Doctor of Philosophy (In Early Childhood Education) from University of Aberdeen in Scotland, UK. Research interests: quality early childhood education (including teacher quality assessment, pedagogy, environment, and the use of TLMs); interaction at the early childhood education centre; child safety and wellbeing at the early childhood centre; child development; adolescent development.
  • Dorigen Osei, Department of Early Childhood Education, University of Education, Winneba, Ghana
    Dorigen, Osei is a young researcher with particular research interest in teacher pedagogical activities, teacher classroom management approaches, assessment of teacher instructional strategies and developmentally appropriate early childhood classroom environment. Dorigen is a trained early childhood educator. She holds Master of Philosophy in Early Childhood Education from University of Education, Winneba, Ghana. She is currently a Lecturer at Bia Lamplighter College of Education in Ghana.

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Published

2020-12-26

Issue

Vol. 5 No. 2 (2020)

Section

Articles

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