Analysis of Relationship Between Ghana’s Creative Arts Curriculum and Her Early Childhood Education Policy

In Ghana, the creative arts constitute a crucial component of early childhood education (ECE) for the purpose of ensuring holistic child development, yet the relationship between the creative arts curriculum and the nation’s ECE policy remains unclear. This study examined how the creative arts curriculum of Ghana aligns with the country’s ECE policy. A qualitative research approach was employed, using bibliographic design. Relevant national policy documents were purposefully selected, and their contents were analyzed thematically. Findings revealed that the ECE policy acknowledged several benefits of early childhood care and development. However, it lacks clear guidance on how it should be implemented through creative arts instruction. The study concluded that although the policy framework aligns with global ideals of holistic development, it falls short of articulating implications for classroom practice. Similarly, the Creative Arts curriculum provides superficial pedagogical guidance on how to translate the ECE policy into practice. The study recommended a review of the current ECE policy to emphasize the role of creative arts curricula in its implementation process. Also, promotion of interdisciplinary collaboration among educators, therapists, and policymakers was deemed helpful with the view to enhancing early childhood education for all children, including those with special education needs. Ultimately, there is a need to reconceptualize creative arts not merely as a supplementary activity but as a key educational and therapeutic discipline in both the mainstream and the ECE and IE systems of Ghana in order to facilitate implementation of the nation’s ECE policy.