Abstract
<title>Abstract</title> <p>The aim of this study was to assess the pedagogical practices of early childhood educators and their influence on learners’ academic engagement in science lessons within the Awutu Senya East Municipality, Central Region of Ghana. A sequential explanatory mixed-methods design was used, with qualitative interviews and observations following the survey to elaborate on the quantitative results. Data were collected using an educator’s questionnaire, semi-structured interview guide, and classroom observation checklist through census and purposive sampling. Descriptive statistics, including percentages, means and standard deviations were used to analyse the data. The qualitative data were analysed using themes. The study found that educators’ integration of experiments and field studies into science lessons was very limited, reflecting constrained expertise, systemic issues, and inadequate scientific apparatus. Classroom observations revealed that many learners in the study area were not engaged in manipulating and exploring scientific concepts, which may exacerbate pre-existing misconceptions about science education and adversely affect their decisions regarding future academic pursuits in science. The study recommended that in collaboration with the National Teaching Council, the National Council for Curriculum and Assessment, and Ghana Education Service, targeted professional development programs be implemented that concentrate on subject-specific pedagogy for educators, with the aim of enhancing the quality and effectiveness of science instruction at the foundational level.</p>