Six Case Studies of Children in Krabokese

Abstract

In our schooling of children we have tended to be so obsessed by conventional notions as to what a school should do in teaching certain academic skills that relatively little thought and little research has been devoted to the question of what the school might do with respect to emotional welfare of children In Ghana, we are even more susceptible to this weakness. We tend as teachers to teach 'subjects' rather than children. We forget that children also are living beings endowed with reason and certain innate capabilities, potentialities, aptitudes, interests and tendencies which are often affected by their experiences and influenced by their environments