_____________________________________________________________________________________________________ *Corresponding author: E-mail: atteh1984@gmail.com, attehproject@gmail.com; Adv. Res., vol. 24, no. 5, pp. 260-268, 2023 Advances in Research Volume 24, Issue 5, Page 260-268, 2023; Article no.AIR.103208 ISSN: 2348-0394, NLM ID: 101666096 Hidden Curriculum Activities on Numeracy and Literacy Development in Early Grade Education: Perspectives from Elementary School Teachers in Ghana Evans Atteh a* , Winnifred Kwofie b , Georgina Martin c and Anthony Boakye c a Department of Mathematics and ICT, Wiawso College of Education, Sefwi Wiawso, Ghana. b Department of Languages, Wiawso College of Education, Sefwi Wiawso, Ghana. c Department of Education, Wiawso College of Education, Sefwi Wiawso, Ghana. Authors’ contributions This work was carried out in collaboration among all authors. All authors read and approved the final manuscript. Article Information DOI: 10.9734/AIR/2023/v24i5976 Open Peer Review History: This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://www.sdiarticle5.com/review-history/103208 Received: 25/05/2023 Accepted: 02/08/2023 Published: 16/08/2023 ABSTRACT This paper synthesizes the perspectives of five elementary school instructors on hidden curriculum activities in basic education in Ghana. These opinions were expressed during an interview conducted to determine the effect of a hidden curriculum on the development of numeracy and literacy among Ghana's early-grade learners. Qualitative analysis was used to analyze the data collected through open-ended queries and semi-structured interviews. The findings of this study indicated that early-grade educators are well aware of hidden curriculum activities and engage in Original Research Article