RP-Department of Early Childhood Studies

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Adequacy of School Infrastructure and Quality of Early Childhood Education – The Case of Nakuru County, Kenya
(European Journal of Education Studies, 0201) Kariuki, Kiyo Isaac
Early childhood development and education forms a strong foundation for children as they get ready to go through formal education. Many early childhood education centres in Kenya face challenges in regard to necessities that enhance quality education. The study sought to establish the situation that could have led to lack of quality education in ECDE centres in Naivasha. The purpose of the study was to determine the adequacy of infrastructure associated with quality Early Childhood Education in Naivasha central zone, Nakuru County. The study employed the descriptive survey design. The target population of this study was all the 40 public pre-primary schools in Naivasha central zone, the 40 head teachers/managers and all the 120 ECDE teachers. A sample of (20) 50% of the centres were selected using purposive and simple random sampling methods. The research tools used to elicit data were two questionnaires administered to head teachers and ECDE teachers. Observation schedule was used to elicit information on the adequacy of infrastructure and their conditions. Before the main study, a pilot study was carried out in two ECDE centres in order to test the validity and reliability of the instruments that were to be used. The data obtained was analyzed using frequencies and percentages and presented using tables. The researcher found out that financial challenges inhibited the acquisition of materials, equipment and development of standard and adequate facilities. This was accounted for by the fact that free primary education funding does not incorporate ECDE funding. Most parents with children in the ECDE Centers felt that free primary education funds should also cater for ECDE and were therefore reluctant to pay fees. The study, therefore, recommended that the National government through Ministry of Education should allocate or develop a kitty to support early childhood education centres in developing and maintain reliable infrastructural systems.
Headteachers’ and Teachers’ Perceptions towards Smase Programme and Primary School Pupils’ Mathematics and Science Achievement in Murang’a County, Kenya
(International Journal of Education and Research, 0201-08) Gachahi, Michael W.
With support from Japan, the Government of Kenya embarked on implementation of Strengthening Mathe matics and Science Education (SMASE) in-service programme in all primary schools in 2009 with the aim of i mproving pupils’ achievement in the two subjects. However, headteachers’ and teachers’ perceptions tow ards this programme and the effects of those perceptions on pupils’ achievement have not been establishe d. This study therefore sought to determine headteachers’ and teachers’ perceptions towards the SMASE-p rogramme and primary school pupils’ achievement in Mathematics and Science in primary schools in Mura ng’a County, Kenya. This study adopted descriptive survey research design. Data were collected through val idated headteachers’ and teachers’ questionnaires and pupils’ achievement tests in Mathematics and Scien ce. Chi Square (χ²) tests and Pearson correlation coefficient were used to test the null hypotheses (α = .05). I n the study, only headteachers’ perceptions towards SMASE in-service programme had a significant relatio nship with pupils’ achievement in Mathematics, albeit a negative one
Pre-Primary School Experiences and Lower Primary Pupils’ Reading Literacy Competencies: A Case of Laikipia, Kenya
(World Journal of Innovative Research (WJIR), 0201-09) Ouko, Ong’ang’a H.M.; Nderitu, N. Elizabeth
Reading skills is one of the basic requirements which enable people engage themselves in their daily activities. Reading achievement determines the child’s success in school and eventual career development. School age children are not learning core skills expected at age level. Despite significant gains in expanding access to primary school education literacy outcomes remains significantly deficient. The study focused on influence of pre-primary school experience on pupils’ reading achievement in Laikipia West Sub-county. Ex post facto research design was employed. The target population were grade two pupils in both public and private schools in the sub-county.Quantitative data was tabulated and analyzed by descriptive statistic including frequency and percentages presented through tables and figures. Results revealed that levels of competency in story-reading, word recognition and letter, sound recognition were below average at 60%, 57%, and 50%respectively. From the results, pre-primary experience in key in pupils’ reading achievement, where pupils who attended pre-primary school registering good grades in letter and sound recognition, word recognition and paragraph reading. Recommendations were made that parents be educated on the importance of early year’s education and teachers to design appropriate tasks in order to enhance and boost reading literacy among pupils
The Relationship between Children’s Early Language Competencies and Parental Engagement in Learning Activities in Pre-Primary Schools in Busia County, Kenya
(European Journal of Special Education Research, 0202) Onyango, Consolata Nabwire; Begi, Nyakwara; Mugo, Juliet W.
This study aimed to explore the relationship between children’s early language competencies and parental engagement in learning activities in pre-primary schools in Busia County, Kenya. This study used Joyce Epstein's parental involvement model to inform the study, while correlation design was used to guide the study. The target population was pre-primary school children plus their teachers and parents in 67 public schools and 40 private schools. Out of these schools, 7 public schools and 4 private schools were sampled. Early language skills checklist, questionnaire and interview schedules were used for data collection. A pilot study was conducted in two primary schools. Content validity was used to determine the research tools' validity, whereas the reliability of the instruments was established using the test-retest method. When analysing qualitative data, thematic analysis was used, while quantitative data was analysed using inferential statistics, where frequencies, percentages, and means were generated. A t-test and correlation were used to test null hypotheses. Results revealed that average language competencies had a mean score of 2.32 (M=2.32) to average parental engagement, which had a mean score of 2.20 (M=2.20) with a mean difference of 0.12 (M=0.12). The mean difference is 0.12, which indicates that parental engagement had a very small influence on the acquisition of early language competencies. The correlation coefficient between parental engagement with (M=2.20; SD=.874) and language competencies with (M=2.32; SD=.817; t (254) =.832' p=.000 two-tailed) indicated that the relationship between parental engagement and language competencies was positive and had high significance. Averagely, the mean score for parental engagement in private schools was 3.49 (M=3.49), and the mean score for public schools was 1.91(M=1.91) with a mean difference of 1.58 (M-1.58). It was concluded that the majority of parents did not participate in their children's early language acquisition activities. However, parents of children from private schools participated more in their children's language acquisition than parents of children from public schools. This research recommended that public school parents encourage each other to be actively involved in their children’s language activities at home. Parents from public schools should inspire each other to collaboratively work together to support the provision of language teaching and learning resources. Public school administrators and managers should organize workshops for parents to educate them on how they can guide their children on where, when and how to do language activities, how to access educative language resources from the internet, and how to find developmentally appropriate language programs on television.
Availability of Sanitation Facilities and Its Contribution to Academic Performance of Children in Pre-Primary Schools in Mathare Sub-County in Nairobi City County, Kenya
(European Journal of Education Studies, 0202) Mwangi, Nancy Njeri H; Ndani, Mary
The purpose of this study was to establish the contribution of the availability of sanitation facilities to the academic performance of children in pre-primary schools in Mathare Sub County. The study was built on the theory of Bronfenbrenner's ecological systems theory. A descriptive research design was used to achieve the research objectives. The target population was 68 Early Childhood Development Education centers distributed within Mathare Sub-County. Stratified sampling was used to select 136 teachers to participate in the study. A pilot study was undertaken to establish the reliability and validity of the research instruments. Data was collected using a semi-structured questionnaire. Data were analyzed using Statistical Package for Social Sciences (SPSS) to generate both descriptive and inferential statistics. The study employed an independent sample t-test as well as a chi-square analysis. Data were presented in tables and charts and interpretations were made based on research objectives. Findings revealed that all schools under the study had functional hand-washing facilities. Most APBET schools had one hand washing facility with no soap most of the time. Very few have at least two hand washing facilities with no soap most of the time. All public schools had hand washing and anal cleansing materials. All public schools had hand washing and anal cleansing materials. However, the anal cleansing materials in public schools purposely served the teachers and staff alone. Findings revealed that the majority of schools did not have quality sanitation since an average of only 9 schools could meet the quality standards of sanitation in Mathare slums. Sanitation facilities in pre-primary schools were not fully utilizable as toilets were in pathetic conditions in more than 50% of the schools engaged in the study. the study concluded that there are big deficits in sanitation facilities and materials in the sampled schools of Mathare slums because all schools demonstrated that one toilet could be shared by over one hundred pupils at any given time during school hours. The study recommended that the Ministry of Education should conduct regular monitoring and evaluation of school sanitation and hygiene standards as part of its regulatory roles
Household and preschooler vitamin A consumption in southwestern Kenya
(Pubmed, 1993-05) Kennedy, ET; Oniang'o, R.
This study examined the effects of an income-generating policy to expand the commerciali zation of subsistence agriculture in southwestern Kenya on household and preschooler macro- and micronutrient consumption. A representative sample of 617 household was included, and all preschoolers under the age of 6 y (1677) residing in these households were included in the study. Results of this analysis indicate that although increases in household income do result in improved household level vitamin A consumption, increases in household income are not significantly associated with the intake of dietary vitamin A by preschoolers. The analysis suggests that although increases in household income have some very positive effects on household food security and household micronutrient consumption, other community-based health, sanitation and nutrition interventions are needed to address the dietary needs of individuals within the household. J. Nutr. 123: 841-846, 1993.
Early Childhood Music Education in Kenya: Between Broad National Policies and Local Realities
(Taylor & Francis, 2007) Andang'o, Elizabeth J. A.; Mugo, John
The historical development of early childhood music education (ECE) in Kenya reveals the challenging circumstances under which it has, and continues, to progress. Poverty remains the most formidable hindrance to the success of this area of education. Multiculturalism, the mosaic that defines Kenya’s rich heritage, also demands ingenuity from policymakers in formulating sound guiding principles that are inclusive of the diverse cultures inherent in the country. The key to addressing the challenges of ECE lies in strengthening the tripartite relationship between policy makers who are the authors of the current broad policies, the curriculum designers, and the teachers who implement the curriculum. Deliberate networking of their ideas and activities provides a way forward in propelling music education in early childhood.
Turkana Children's Rights to Education and Indigenous Knowledge in Science Teaching in Kenya.
(Lambert Academic Publishing, 2011) Ng'asike, J. T.
Using a qualitative ethnographic study of early childhood centres and lower primary schools operating in rural areas in a nomadic Turkana community of Kenya, this paper considers the failure of universal education to meet the culturally relevant educational needs of nomadic children. The study explored the extent to which the curriculum of schools in nomadic communities integrates indigenous epistemologies and social cultural lifestyles of the people in science instruction. Drawing from the literature and theories of indigenous people’s education in Canada, New Zealand and the United States of America, the paper discusses the critical role of indigenous epistemologies in science education.
Challenges faced by teacher students of Kenyatta University in accessing further education through e-Learning
(Global Education, Science, Technology and Public Policy Initiatives for Sustainable Development in Africa, 2011) Kimani, Elishiba; Ndani, Mary N.
One of the innovations that Kenyatta University (KU) adopted is the Open, Distant and e- Learning (ODeL) which involves students learning at a distance, using printed modules and interacting with lecturers through e-Learning. While this mode of learning has its advantages especially cost effectiveness and reaching many students, it has had challenges which have hindered its effectiveness and therefore the realization of its intended objectives. The main objective of the study was to identify the challenges faced by teacher-students enrolled for Bachelor of Education Degree in KU-ODeL, with a view of coming up with strategies to improve on the programme performance. The study sample comprised of 50% of the in-service teachers-students in KU-ODeL. Other respondents were the lecturers of the units offered through e-Learning. Statistical Package for Social Scientists (SPSS) was utilized for data analysis. The study concluded that the challenges to e-Learning programme generally fell into four categories, namely lack of time, inadequacy in ICT and computer skills, poor internet access and lack of proper and adequate equipments and soft ware. The study thus recommended that in addition to putting in place strategies to create more time for teacher-students and lecturers to engage in the e-Learning process, there is need to regularly build the capacity of both parties in ICT skills and explore ways of accessing affordable e-Learning facilities
Gender and rural poverty in Myanmar: a micro level study in the Dry Zone
(2011-10-27) Kyaw, D
Training of Science Teachers for Early Childhood and Primary Grades in Kenya
(New Zeal and Journal of Teachers’ Work, 2012) Ng'asike, J. T.
This paper analyses teacher training in science education in e arly childhood development and pr imary grades in Kenya. The paper argues that even though the Kenya Government empha sis es science as a subject critical for technological advancement and for achieving Vision 2030, the training of science teachers in early childhood and primary colleges nationally triggers a lot of quality questions. The author visited primary teacher tra ining colleges and early childhood development training institutions in Nairobi, Kiambu and Thika Counties and observed the training activities and resources for science education. The article questions science teachers’ adaptability in ensuring science in struction capture s the diverse cultures of Kenya in science classrooms. The author raises methodological questions in science instruction as it appears that the tutors training teachers at the colleges did not di rectly undergo training at the u ni versities in Kenya that prepare them to train primary level teachers
Early Childhood Education for the Pre-School Age Going Children: The Issue of Low Enrolments in Kenya
(Journal of Education and Practise, 2012) Murungi, Catherine Gakii
There is a continuous trend of low enrolments of children in Early Childhood Education Centers in Kenya. Failure to adequately meet pre-school children’s basic needs such as food, water and health care has resulted to low enrolment of children in the pre-school centers. As a consequence we have swelling numbers of children not enrolled in the Early Childhood Education.
Wasting in Children and Participation in the Pre-school Education in the Urban / Rural Kenyan set up
(Journal of Education and Practice, 2012) Murungi, Catherine Gakii
This study sought to determine the relationship between wasting and children’s participation in pre-school education.The sample size for this study was 390 children. The findings indicate that statistically there is a significantrelationship between nutritional status in terms of wasting and participation in pre-school (p= 0.000< 0.05). Thismeans that more of the children who were wasted did not attend pre-school. The study recommends that children be fed with adequate food that is balanced and served in the right propotions
Underweight Children and their Enrolment in Pre-School Education in Kenya
(International Journal of Advanced Research in Management and Social Sciences, 2012) Murungi, Catherine Gakii
This study sought to determine the nutrition status of children in terms of underweight and its relationship to children’s enrolment in pre-school education. Probability sampling was used to get the sample size. The sample size for this study was 390 children. The findings indicate that statistically, there is no significant relationship between nutritional status in terms of underweight and enrolment in pre-school (p = 0.485> 0.05). This means that being underweight is not related to enrolment in pre-school. The null hypothesis is accepted.
Children Health Needs and It’s Influence on Pre-School Education Enrolments
(International Researchers, 2012) Murungi, Catherine Gakii
Available literature shows that in Kenya enrolment of children in pre-school education is low. It is believed that failure to adequately meet children’s health needs might be leading to the children’s low enrolment in pre-school education and in other levels of education. It is for this reason that this study is designed; to establish and document children’s health needs in relation to low enrolment especially in Imenti North District where 52% of pre-school children do not attend pre-school and in particular 64% in Miriga Mieru West Division of the District. The main objective of this study is to establish the relationship between children’s health needs and enrolment in pre-school. The study has used a correlation design employing a survey method. The independent variable is health status. The dependent variable is children’s enrolment in pre-school. The sample size of 390 parents is selected and used in the study. Children’s households are systematically sampled whereas Imenti North District is sampled purposively. Miriga Mieru West Division is selected due to its high population of pre-school age children (78,201) in comparison to other divisions in the district such as; Miriga Mieru East with 64,117, Timau with 55,292 and Buuri with 45,610 as well as its low preschool enrolment rates (64%). The study has used a questionnaire for parents and anthropometric tools for data collection. The researcher administered the questionnaire to parents of pre-school children both with children not attending and children attending pre-school. The t-test (two tailed) for testing equality of means for independent samples is used to test the hypothesis (H02) A t-test (two tailed) for independent samples found no relationship between health status and enrolment in pre-school. This study concludes that basic needs are important and unless they are met we will continue to have large numbers of children not attending the pre-school education continuing to increase.
Number of Meals Consumed by the Pre-School Age Going Children and Its Relationship to the Status of Pre-School Attendance in Kenya
(2012) Murungi, Catherine Gakii
This survey research studied the number of meals that children consume in a day and their school attendance. The study is a correlation study employing a survey method with a sample of 390 children whose parents participated in the study. The main objective of the study was to establish the number of meals that pre-school age going children in Kenya consume in a day. The study is conducted in five Kenyan divisions. The researcher utilized a questionnaire to parents of pre-school age going children with children attending and children not attending pre-school education. The t-test (two tailed) for testing equality of means for independent samples was used to test H01. This study concludes that A t-test (two tailed) for independent samples found a significant relationship between the number of meals consumed in a day and attendance in preschool.
An Investigation of the Extent to Which Children's Housing Needs Are Met Among Pre-School Age Going Children and Pre-School Education in Meru County Kenya
(International Journal of Professional Practice, 2012) Murungi, Catherine Gakii
It was believed that failure to adequately meet housing need might have contributed to the children's low participation in pre-school education and other levels of education in Miriga Mieru West Division of Imenti North District. It was for this reason this study was designed; to establish and document the extent to which children's housing need was met especially in Imenti North District where 52% of pre-school age going children do not participate in pre-school education and in particular 64% in Miriga Mieru West Division of the District. The main objective of this study was to establish the relationship between household size and participation in pre-school education. The independent variable was household size. The dependent variable was children's participation in pre-school education. The target population for this study comprised 78,201 children of pre-school age going from whom an actual sample size of 390 children was selected and their parents participated in the study. Children's households were systematically sampled whereas Imenti North District was sampled purposively. The researcher administered the questionnaire to parents of pre-school age going children with children not participating and children participating in pre-school education. The t-test (two tailed) for testing equality of means for independent samples was used to test H01 A t-test (two tailed) for independent samples found no relationship between household size and participation in pre-school. This study concludes that housing need is important and unless it is met we will continue to have large numbers of pre-school age going children not participating in pre-school education continuing to multiply.
Early Identification of Learning Disabilities among Standard Three Pupils of Public Primary Schools in Butere District, Kenya
(Scholarlink Resource Centre, 2012) Wafula, Robert Wekesa; Poipoi, Moses W.; Wanyama, R.; Nyakwara, Begi Seth
Learning Disability is a condition in which children who though appear ‘normal’ are unable to perform commensurate with their age and ability levels due to a basic psychological problem. The purpose of this study was to investigate selective factors that influenced early identification of children with learning disabilities amongst standard three pupils of Butere District, Kenya. The study was based on ex-post facto design. The socio-cultural theory formed the theoretical foundation of the study. A sample of 25 public primary schools was drawn from the total population of 126 public schools. Thirty seven standard three teachers and twenty five head teachers from the twenty five sampled schools formed the sample population. Questionnaire and interview schedules were used to collect data. Descriptive statistics used included; frequencies, means, modes and standard deviations. Inferential statistics such as the chi-square and Pearson Product Moment Correlation were used to test the hypotheses of the study. Most teachers were not trained in special needs education and handled very large classes of above 60 pupils. There was also a significant relationship between teacher-pupil ratio. To enhance early identification of learning disabilities there is need to train more teachers in Special Needs Education
Early Childhood Care and Education in Kenya
(2012-10-05) Mbugua, Tata J.
Recent years have seen a global endeavor to prioritize early childhood care and education as a foundation for later learning and development, as evidenced by the Global Guidelines for Early Childhood Education and Care in the 21st Century (Association for Childhood Education International/World Organization for Early Childhood, 1999). Such efforts are a response to a variety of complex social issues and economic trends. These forces, which are referred to here as "complex family stressors," include, but are not limited to, societal changes due to industrialization, the increased number of women with young children entering the labor force, families with two working parents, a rise in the number of single parents, and the demise of traditional systems of child care and extended family support systems (Driscoll & Nagel, 2002; Graves, Gargiulo, & Sluder, 1996). This article will provide an overview of early childhood care and education (ECCE) in Kenya. Specific emphasis is placed on the historical development of ECCE, the administrative organization, the collaboration among various agencies in Kenya, ECCE curriculum, and teachers' professional training. A relatively young profession in Kenya, ECCE has experienced tremendous growth at all levels. Definitions of early childhood care and education differ around the world (Swiniarski, Breitborde, & Murphy, 1999). The more industrialized nations consider early childhood to be the period from birth through age 8 (Essa, 1999; Wortham, 2000), while developing nations focus on birth through age 6 (Eville-Lo & Mbugua, 2001; UNICEF, 2002). Regardless of such determinations, the increased interest in early childhood education around the world reflects respective nations' and/or societies' particular philosophical beliefs about children (Graves et al., 1996). Accordingly, children may be viewed as: growing plants that need nurturance, miniature adults, natural and national resources that need to be nurtured, and/or as future investments critical to the sustenance of a society and its ability to compete in the technological age (Essa, 1999). The belief that early learning begets later learning and success, just like early failure breeds later failure, has been validated in both economic and educational research (Boocock, 1995; Heckman, 1999). According to the World Development Report (Jaycox, 1992), education and economic development are positively correlated, making education intrinsic to development. Therefore, the potential long-term benefits for children's cognitive and social development (Barnett, 1995; Gonzalez-Mena, 2000) have inspired increased interest in early childhood education and care. This interest continues to be championed by UNICEF's health and nutrition programs (UNICEF, 2002). The Historical Development of Early Childhood Care and Education (ECCE) Situated on the eastern coast of Africa, Kenya gained its independence from British colonial rule in 1963. Nearly half of Kenya's population of 30 million is below the age of 15 (World Fact Book, 2001). The infant mortality rate is 67.99 per 1,000 live births, while the life expectancy is 46.5 years for men and 48.4 years for women (World Almanac, 2002). Kenya is a multilingual and multicultural nation, with 42 different languages spoken, including Bantu, Arabic, and Nilotic (Bogonko, 1992). English is the official language and the main medium of instruction from preschool to tertiary levels of education. Ki-Swahili is the national language and is taught from preschool to high school. As a result, most children in Kenya are fluent in both languages, in addition to the vernacular spoken at home. This multilingualism heightens Kenyans' understanding of other cultures. Kenya is the only African nation with an established early childhood education program, and the initiative has had a significant impact on its citizens. Kenyans perceive education as a key to success in life, facilitating social mobility and personal development (Nkinyangi, 1982). A number of theoretical perspectives focus on education's pivotal role in human growth and development (Mbugua-Murithi, 1997). The modernization theorists contend that education transforms individual values, beliefs, and behaviors, which leads to development (Benavot, 1992). As a result, Kenya has seen a clamoring for and expansion of education at all levels (Mutero, 2001; Mwiria, 1990), including nursery schools, child care centers, kindergartens, and preschools. The first recorded school for young children in Kenya was founded at Rabai (a coastal province) in 1886 by the Church Missionary Societies (Bogonko, 1992; Eshiwani, 1989). The first early care centers can be traced to the 1940s, when British colonists established centers to serve both European and Asian children. During the same period, the colonial government established early childhood care centers for Kenyan children living on the tea, coffee, and sugar plantations. These centers were set up in response to Mau Mau ...
The Language of Sex and HIV/AIDS among University Students in Kenya
(2012-10-05) Ogechi, Nathan Oyori
This paper unravels the lexicon and expressions about sex and HIV/AIDS used by university students in Kenya. It argues that in order to effectively run anti‐HIV/AIDS campaigns, there is need to use the lexicon and expressions that the students employ in their discourse on the subject. However, that language must first be identified. Based on data that were collected from university students, the paper singles out and discusses the evolution, sustenance and spread of the special lexicon and expressions used by the university students in Kenya.

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