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Matumizi ya Nyenzo za Kusikiliza na Kuona Katika Ufunzaji na Ujifunzajl wa Fashil Simulizi Katika Shule za Upile: Utafiti wa Nyandarua Kaskazini, Kenya
(Kenyatta University, 2017-07) Suiyanga, James; King'ei, Kitula Osore, Miriam
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Determinants of Parental Involvement in Children’s Home to Pre-Primary School Transition in Nakuru County, Kenya
(Kenyatta University, 2017-12) Mwithimbu, Alfred Muriungi
Kenya’s Vision 2030 blueprint is anchored on five pillars, one of which is social development. Under the social pillar, education and training are highlighted as key components. The education sector is expected to provide globally competitive quality education, training, and research. To achieve this goal, the Kenyan government has integrated early childhood education into primary education and promoted smooth transition from home to pre-primary schools. However, despite these efforts, the transition from home to pre-school still faces numerous challenges. The main purpose of this study was to investigate the determinants of parental involvement in children’s transition from home to pre-primary schools in Maiella Zone, Nakuru County. The study was guided by the following research objectives: to establish whether children experience a smooth transition from home to pre-school, determine how parents’ level of education influences their involvement in children’s transition from home to pre-school, examine how parents’ occupation influences their involvement in children’s transition, and establish how parents’ income influences their involvement in children’s transition from home to pre-schools. The study employed a descriptive survey research design. The target population consisted of 110 pre-schools, 211 teachers, 1,350 children enrolled in baby class, and 680 parents with children enrolled in baby class in Maiella Zone, Nakuru County. The sample size comprised 15 private pre-primary schools, 8 public pre-primary schools, 23 teachers, and 138 parents. Data were collected using questionnaires for parents and interview guides for teachers. Both quantitative and qualitative approaches were used to analyze the collected data. Frequencies, percentages, means, and graphs were generated using the Statistical Package for Social Sciences (SPSS Version 21). The findings of the study revealed that the majority of educated parents strongly agreed that their level of education enabled them to assist their children with homework. Most parents with low income indicated that their income level affected their ability to purchase learning materials for their children. In addition, many employed parents agreed that their occupations limited their ability to communicate with teachers about their children’s progress in school. Based on the findings, the study recommended that parents with lower levels of education should be sensitized on the importance of their involvement in children’s transition to pre-school. The government should also support working parents by encouraging employers to provide maternity and paternity leave in order to promote adequate bonding and stimulation for children. Furthermore, the government should support low-income parents by providing learning materials in pre-schools to meet children’s educational needs.