Toward Afrocentric understandings of child agency: An illustrative analysis from a Ghanaian early childhood classroom

Dominant child development models emerge from Western contexts and inadequately capture developmental processes in African settings. Applying Nsamenang's social ontogenesis theory, this study explored how children's agency is fostered and expressed through culturally mediated practices in a Ghanaian kindergarten classroom. Using visual research methods to analyze teacher–student interactions, classroom practices, and cultural influences on participation, the findings reveal that child agency emerges through structured teaching strategies and guided participation. Agency in this context is relational and collective, with children developing competencies through meaningful contributions to the classroom community rather than individualistic self-expression. Children exercise agency within the boundaries of expected behaviors and moral norms through collectivist practices, respect for authority, spiritual and moral integration, and culturally appropriate gestural norms. This study demonstrates how Afrocentric frameworks reveal meaningful participation patterns that Western developmental models overlook or misinterpret, offering critical insights for culturally responsive pedagogy, teacher preparation, and broadening the theoretical foundations of early childhood education beyond Western frameworks.