Teachers’ perceptions about the effects of children’s experiences of learning on their later emotional and social development

Abstract

It is generally believed that children’s success in grappling effectively with emotional and social challenges in later years largely depends on their childhood experiences. Using a mixed-methods approach, this study explored the perceptions that teachers in a primary school in Ghana held about this belief. Data was collected using a questionnaire and interviews. Sixty teachers voluntarily participated in the study. The study found, among other things, that the ability of a child to cope with emotional and social challenges in later years depends on teachers’ attitudes in terms of their commitment, sensitivity to the child’s needs, and ability to structure the teaching and learning environment. Based on the fi ndings, the study recommends that in making placement decisions in primary schools, educational departments should place emphasis on teachers’ commitment to children’s development.