Authors : Dr. Thomas Nyaabila Abugre

Volume/Issue : Volume 11 - 2026, Issue 1 - January

Google Scholar : https://tinyurl.com/77zssser

Scribd : https://tinyurl.com/2drhjf8p

DOI : https://doi.org/10.38124/ijisrt/26jan369

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This paper examines the influence of Early Grade Education (EGE) policies on children’s developmental outcomes in Ghana’s Upper East Region, in addition to examining the association between policies and children’s outcomes. It takes into account both the availability, standards, and efficacy of EGE policies, whether EGE policies can support cognitive, emotional, and social development and where they are manifested in real-life situations as they pertain to routines of everyday life. Using a mixed-methods approach, parents, teachers, and policymakers provided information regarding whether there were consistent practices which followed the early education international models. Challenges identified by the study include inadequate infrastructure, insufficient numbers of trained workers, and limited community understanding of early-grade education. EGE policies, though correlated with greater enrollment and community participation, have major implementation gaps and limit the impact of these initiatives. This paper proposes policy, pedagogical, and resource-focused approaches to increasing the quality of early childhood education and improving educator engagement. Practical implications for policymakers, practitioners, and stakeholders interested in the prevention and enhancement of early childhood development in Ghana and similar settings have been found.

Keywords : Early Grade Education, Policies, Assessing, Cognitive, Emotional, Physical and Social Development

References :

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