Supporting kindergarten pupils with developmentally appropriate activities through process art: Ghanaian teachers’ practices

Abstract

This study focused on how kindergarten teachers engage pupils in developmental art activities in Dodowa in the Greater Accra region of Ghana. A case study design was used to collect data through interviews and observations. A purposive sampling technique was used to select eighteen teachers from the nine basic schools in Dodowa. While some of the kindergarten teachers had an understanding of process and product art, others were unfamiliar with these concepts. Product art is typically utilized by teachers to engage pupils in art activities, although this approach may deprive the pupils of the benefits of other developmentally appropriate art activities. Alternatively, process art helps the learners to construct their own knowledge, fosters self-confidence and creativity, and improves visual communication, problem-solving and decision-making skills.