The kindergarten curriculum implemented in Ghana in 2019 promotes inclusive teaching practices and purposeful play. However, teachers in Ghanaian classrooms often utilize Western pedagogies and resources that ignore the cultural assets of various ethnic groups because they lack adequate training in culturally responsive techniques and strategies to enhance diverse learners’ social and emotional development.

This project aims to bridge that gap by exploring the impact of inclusive pedagogies on social and emotional development in diverse early childhood settings in Ghana. These include culturally responsive, gender responsive and inclusive teaching practices to promote equity and inclusion among boys and girls and build resilience in learners. The project is generating evidence on how to adapt teaching and learning materials, activities, and teacher preparation to foster inclusion, identity affirmation, and learning readiness for minority linguistic and cultural groups from the early years. It seeks to guide scalable culturally responsive models embedded through policy, pre-service and continuous teacher professional development modules.