Examining early childhood educators’ pedagogical knowledge in the teaching of language and literacy at the early grade



early grade, pedagogical knowledge, phonic method, phonemic awareness, shared reading, vocabulary development


The study examined early childhood educators’ pedagogical knowledge in the teaching of language and literacy at the early grade. The research design that was used for the study was the descriptive survey. The target population was limited to early childhood educators. The mixed-method approach was used for the study. The sample was drawn using purposive and simple random sampling techniques. The total sample for the study was 164 early childhood educators. The self-developed questionnaire, interview guides, and observation checklist were used for data collection. Data were analysed using Statistical Product and Service Solutions (SPSS) version 20. Descriptive statistics were used to analyse the data, including means, standard deviations, frequencies, and percentages. The qualitative data were analysed using themes. The study revealed that the teachers demonstrated adequate knowledge of the assessment techniques in assessing their learners. They agreed on informal assessment through observation and portfolios are best in assessing the kindergartener whereas summative is used for the primary one to three learners as stipulated in the curriculum. The study recommends that teachers need to Set goals and measure s’ progress toward independent writing based on each individual learner’s growth in writing empowered teachers to instruct students in a classroom with varying student writing abilities.


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How to Cite

Mahamud, W. (2020). Examining early childhood educators’ pedagogical knowledge in the teaching of language and literacy at the early grade. Research Journal in Comparative Education, 1(2). Retrieved from https://royalliteglobal.com/rjce/article/view/531