Browsing by Author "Waithaka, Esther N."

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    Choice of the Medium of Instruction in Kenyan Preschools: Averting Xenocentrism
    (International Knowledge Sharing Platform, 2017) Waithaka, Esther N.
    This qualitative study sought to prompt a critical and reflective discourse on the dismal use of mother tongue in Kenyan early childhood education (ECE) institutions in an attempt to detect existence of xenocentrism. Although the Kenyan ECE policy framework sanctions use of the language of the catchment area when teaching and communicating with the young learners, many teachers continue to use English. Though studies have tried to identify factors that deter use of mother tongue, it is not clear whether the practice could be an indicator of xenocentrism. The objectives of the study were to assess parents’ and teachers’ competence in mother tongue, how they valued mother tongue and their willingness to have children learn their mother tongue. The study used descriptive research design. The population comprised preschool teachers and parents with children in preschools in a rural zone in Kiambu County. Data was collected through interviews. The results revealed that parents and teachers promoted use of English. Parents felt that the schools that used English were superior to those that used mother tongue. Some teachers argued that, since most of the reading materials were written in English it was necessary to introduce children to the reading language early in life. Many teachers and parents claimed that the world had turned into a global village and it was not necessary for them to be competent in mother tongue. It was evident that majority of the teachers and parents did not attach much value to mother tongue.
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    Influence of teacher collaboration on use of a play-based approach in teaching reading In Wuxi-Xiehe bilingual kindergarten, China
    (oapub, 2025-04) Maina, Josphine Wanjiku; Waithaka, Esther N.
    Reading is an important basic academic skill that has a major influence on learning and performance in other subjects. Studies have reported that using play in kindergartens helps learners acquire basic reading skills. Research has demonstrated that in China, there is limited use of play in kindergartens. Since teachers are key players in kindergarten learners’ experiences, it was important to establish the teacher factors that accounted for the limited use of play in kindergartens. This study sought to explore how teacher collaboration influences the use of a play-based approach in teaching reading in Wuxi-Xiehe Bilingual Kindergarten, China. The study was anchored on the Cognitive Theory of Development by Vygotsky (1978). A descriptive research design was applied, and the study targeted a population of 37 individuals from whom a sample of 13 respondents, comprising one head teacher and 12 preschool teachers, was obtained. A questionnaire, an observation checklist, and an interview schedule were used to collect data. Quantitative data were analyzed using descriptive statistics that included frequencies and percentages, while the qualitative data were analyzed thematically. The findings showed that the majority (46.2%) of the teachers occasionally engaged in team inquiries and collaborative decision-making regarding teaching methods. Additionally, the study established a strong correlation(r=0.884, p=0.001 <0.005) between teacher collaboration and their use of play as a teaching approach. The study concluded that there was partial adoption of teacher collaboration in Wuxi-Xiehe Bilingual Kindergarten, which could negatively affect the implementation of play-based strategies for teaching reading. The study recommended that teachers should continue to foster collaborative professional learning, especially collaborative learning, on both structural and educational processes
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    Influence of Teacher Training on Use Of Music as A Medium of Teaching Mathematics in Pre Primary Schools in Nairobi City County, Kenya
    (European Journal of Education Studies, 2019) Macharia, Ruth Nyakinyi; Mugo, Juliet W.; Waithaka, Esther N.
    Music is a significant teaching strategy in early childhood education it improves development of young children’s self-confidence, self-esteem and their expression orally and mentally. Despite the fact that, use of music is a strategy that motivates and sustains children’s interest in the learning of mathematics, research studies in this area are scanty. The purpose of this study therefore was to find out influence of preschool teacher training on the use of music as a mode of teaching mathematics within Kasarani, Nairobi County. The study sought to determine the link between preschool teacher training and use of music in teaching mathematics. The descriptive survey research design was used to structure and guide the study. The study’s dependent variable was use of music as a medium of teaching mathematics while the independent variable was preschool teacher training in use of music in teaching mathematics. Random sampling was used to select 15 preschools out of the 30 targeted and purposive sampling used to select 15 head teachers out of 30 and 45 out of 90 preschool teachers. An observation guide and questionnaires were used to collect data for preschool teachers and head teachers. The study findings established a significant association between teacher training and use of music during mathematic instructions. The study concluded that preschool teachers in Kasarani Sub-County were using music to teach mathematics and that trained teachers used music to teach mathematics than their untrained counterparts. The study recommended the Kenya institute of curriculum