The Influence of Gerontology Teachers on Teaching and Learning in Early Childhood Education in Ghana: Appreciative Inquiry

Abstract

The indispensable significance of gerontology teachers in shaping teaching and learning in early childhood education has largely been marginalized in scholarly discourse, albeit intergenerational learning grooms the emotional, social, and cognitive growth of young ones by enabling comprehensive connections with the elderly citizens. The goal of this narrative inquiry, guided by Appreciative Inquiry (AI), was to explore the role of gerontology teachers and their influence on teaching and learning at the preschool level in Ghana. The study was a multi-case qualitative study where ten teachers were selected through snowball sampling from three preschools in Mampong Municipality. The narrative thematic analysis technique was used to generate insight. The study unearthed that gerontology teachers play a critical role in incorporating age-related content in the curriculum, preserving traditional value systems, and combating ageing misconceptions. Intergenerational learning results in holistic Development through Intergenerational Learning, innovative teaching strategies, and Enhancing Social and Cultural Alertness. Conclusions and recommendations for practices are provided.