The role of teaching and learning materials and interaction as a tool to quality early childhood education in Agona East District of the Central Region of Ghana

Early years experiences in quality thinking and socialization are critical to the optimal development of
children, and Quality Early Childhood Education (QECE), is crucial in achieving these quality
developments. However, several literatures suggest that there is a general lack of Teaching and Learning
Materials (TLMs) in Sub-Saharan Africa, Ghana inclusive. Meanwhile, the constructivists’ theory and other
researches indicate that to ensure QECE, TLMs should be available and accessible to learners to interact
with in advance and during a lesson. Using case study design therefore, data in the form of interview and
observation were collected from twelve ECE schools in the Agona East District of the Central Region of
Ghana. Participants composed of twelve ECE teachers and twelve headteachers of the schools totalling
twenty-four. The findings suggest that participants perceived TLMs as very important factor in ensuring
QECE provision. Again, TLMs were not readily available and so the children could not interact with them.
The study further revealed that the unavailable nature of the TLMs hindered children's accessibility and
active interaction with them. The findings further revealed that interaction could not feature prominently in
the provision of the ECE due to unavailability and inaccessibility of TLMs. Based on the findings, it is
suggested that teachers and providers of ECE should ensure that TLMs are made available and accessible
to learners to interact with. Teachers should also devise innovative ways of creating and developing TLMs
from their locality. Moreover, they should encourage and promote children’s active interaction with the
TLMs, as this is a sure way of achieving learning.