RP-Department of Early Childhood Studies

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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.
What can Schools Learn from Children about Use of Culturally Relevant Methods and Materials?
(Scholarlink R esearch Institute Journals, 2013) Mweru, M.; Murungi, Catherine Gakii
The methods and materials used by teachers in schools has been examined by various researchers. Howe ver, sibling teaching and the mater ials and methods used during sibling teaching is an area that has not received much attention. There is therefore a paucity of literature on the teaching strategies older siblings use when instructing younger children. This paper therefore is based on a st udy that set out to investigate the materials and methods used during sibling teaching among children in Kenya. This study was important as most child ren spend a significant proportion of their time with their siblings resulting in siblings having a grea t influence on each other. In this study, the older siblings were found to use locally available materials such as stones, sticks, leaves and seeds to teach various concepts and skills to younger children. They also used traditiona l games, songs and story te lling. They taught their younger siblings not only the appropriate norms and values, but also instructed them on various concepts taught by teachers in Kenyan schools. This paper therefore recom mends that teachers just like older siblings should use locall y available materials and culturally appropriate teaching methods.
Parents’ Child Preference for Education in Imenti North County, Kenya
(2013-02) Murungi, Catherine Gakii
This paper explores the parents’ child preference for education of pre-school age going children in Miriga Mieru West Division of Imenti North County, Kenya. To establish this parent’s demographic information on marital status, religion, age, education level and child preference was collected. The findings are discussed in this paper
Reasons for Low Enrolments in Early Childhood Education in Kenya: the Parental Perspective
(International Journal of Education and Research, 2013-05) Murungi, Catherine Gakii
There is a continuous documented trend of low enrolments of children in the Early Childhood Education Centers in Kenya and these low enrolments continue to increase with the years. This study establishes the reasons for the low enrolments based on parental views and opinions. To document this , d ata is collected from 390 parents with children enrolled in pre - schools and parents with children not enrolled in pre - schools. A questionnaire with open - ended questions for parents is used . Data derived from the questionnaire is analyzed using descriptive statistics . The study recommends that the government of Kenya needs to subsidize the Early Childhood Education costs so that more children can enroll in these centers
Utilization of Instructional Media for Quality Training in Pre-Primary School Teacher Training Colleges in Nairobi County, Kenya
(Researchjournali, 2014) Ngure, G.; Begi, N.; Kimani, Elishiba; Mweru, M.
Since teachers play a major role in the education of young children, the quality of their own training is a matter of concern. Among important aspects in pre-primary teacher training is the utilization of instructional media to reinforce learning, motivate learners and make learning real. However, reviewed studies on pre-primary schools have established inadequate use of instructional media by pre-primary school teachers, likely to have resulted from inadequacies during training among other factors. Given the importance of instructional media in any learning outcome there was need to investigate the factors influencing their utilization by pre-primary school college tutors during training, a concern that formed the focus of this study. It was out of this concern that this study was conceived. The study aimed at investigating the types of instructional media in pre-primary school colleges and tutors’ utilization of instructional media during training. The study was carried out in public and private pre-primary school teacher training colleges in Nairobi County. Herzberg’s two factor theory was used to guide the study. The study adopted both qualitative and quantitative research approaches. The key study respondents were all pre-primary school college tutors who taught activity area units in the selected colleges, the programme officers and managers of the selected pre-primary school teacher colleges. A questionnaire for the pre-primary school college tutors, an interview schedule for the programme officers and managers of the selected pre-primary school teacher colleges and an observation checklist were used to gather data. The Statistical Package for Social Sciences (SPSS) was used in the analysis of data. The results revealed that variety of instructional media were available and used in teaching by the college tutors. The study also revealed that private college tutors utilized instructional media more than public college tutors.
Jigger Infestation a Menace to Children’s School Attendance
(www.iiste.org, 2014) Mwoma, Teresa; Makena, Beatrice
This study intended to investigate the relationship between jigger infestation and participation at school by preprimary school and lower primary school children. The objective of the study was to find out the relationship between jigger infestation and children’s rate of school attendance. The study was carried out in Gatundu District because it is one of the highly jigger infested districts in Kiambu County, Kenya. The study utilized the Ecological systems theory and it employed the descriptive survey design. The population of the study comprised of pre-primary, lower primary school children and their class teachers from all the public schools in Gatundu District. Forty four jigger infested children were purposively sampled for the study. An equal number of pupils not infested were randomly sampled to be compared with those who were infested. The teachers handling preprimary school and lower primary classes were also purposively sampled. Questionnaires for teachers, observations schedules for children and document analysis were utilized for data collection. Qualitative and quantitative methods of data analysis were applied. The Statistical Package for Social Sciences (SPSS) was used to prepare and organize data for analysis. Pearson’s correlation coefficient test was used to compute the relationship between the variables. Frequency distribution tables, percentages, and descriptions were utilized for data presentations. Findings revealed that jiggers were a major threat to the realization of children’s educational goals. The Pearson correlation coefficient indicated that jigger affected children’s school attendance in that r = - 0.123, n=44 and sig(2 tailed)= 0.426.The study recommends that the school managers liaises with other stakeholders to seek for strategies of curing those infested, carry out routine checkups on children and sensitize communities on the causes, dangers and preventive measures of the jigger parasite in order to help all children realize their full educational potential in life.

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