ACTIVE PARTICIPATION IN EARLY CHILDHOOD EDUCATION: EDUCATORS' VIEWS ON ENVIRONMENTAL DETERMINANTS IN GHANA

Early Childhood Education (ECE) is globally recognized as foundational for children’s cognitive, emotional, physical, and social development. During the early years, children exhibit heightened neuroplasticity and responsiveness to environmental stimuli, making the learning environment a critical determinant of engagement. Active participation—defined as children’s sustained attention, interest, and interaction with instructional materials and classroom activities—is essential for meaningful learning experiences. This study examines early childhood educators’ understanding of environmental factors that influence children’s active participation in Ghanaian classrooms. A comprehensive view of the classroom environment, encompassing spatial layout, lighting, teaching materials, ventilation, and teacher-learner interactions, is central to promoting sustained engagement. Evidence suggests that even subtle variations in classroom design, including color schemes, furniture arrangement, and lighting, can significantly affect children’s motivation and involvement, particularly given their limited self-regulation and short attention spans. Understanding educators’ perceptions of these environmental determinants provides insights for optimizing classroom settings to enhance active learning and developmental outcomes in early childhood.