MST-Department of Early Childhood Studies

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Adequacy of Teacher Characteristics, Classroom Facilities and Materials Associated with Quality Early Childhood Development and Education in Nakuru County, Kenya
(Kenyatta University, 2018-03) Kiyo, Isaac Kariuki
Early childhood development and education forms a strong foundation for children as they get ready to go through formal education. Research confirms that early childhood education can compensate for any disadvantages and vulnerability, regardless of underlying factors in the society. Many early childhood education centres in Kenya could be facing 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 level and adequacy of characteristics associated with quality Early Childhood Education in Naivasha central zone, Naivasha sub-county, Nakuru County in order to suggest possible strategies that might be instrumental in improving the quality of education offered to children in ECDE centres. The objectives of this study were to establish the availability of learning facilities used for quality education, determine the level of ECDE teacher characteristics associated with quality education and to find out the adequacy of materials that promote quality education in learning centres. The study was guided by Jean Piaget theory of Cognitive development. The theory stipulates on the need for the right environment for optimal growth and learning. The teacher factors or characteristics are of great importance in enabling children to acquire the necessary and relevant knowledge and skills in life. The provision of quality education will enhance good participation and performance, high completion rates as well as improved living standards in life. 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. 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 available resources 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 sensed that free primary education funds should also cater for ECDE and were therefore reluctant to pay fees to the centers. Shortage of text books, inadequate play materials and equipment in the learning centers was also an inhibiting factor. This compromised the quality of Early Childhood Development and Education in the zone.
Assessment of Classroom Intervention Strategies for Class Three Pupils with Learning Disabilities in Public Primary Schools in Mathira West, Nyeri County, Kenya
(Kenyatta University, 2016-05) Murage, Margaret Wanjiru.
Learning disability is a problem that may be found among children of all origin throughout the world. What is of concern is that the problem has been persistent over the years among children in public primary schools in Mathira West Sub County. A number of school children in their early years, are experiencing learning disabilities as identified through a base-line survey. There however appears to be limited research studies conducted in the. area on strategies teachers use to arrest the problem and hence the need for this study. The purpose of this study was therefore to find out classroom intervention strategies for class three pupils experiencing learning disabilities in pubic primary schools in Mathira West Sub County, Kenya. The objectives of the study were to: establish the methods used in teaching class three pupils with LD, to investigate the teachers' competencies in identifying causes of learning disabilities, find out the teachers' attitude towards pupils with learning disabilities, and determine the type of instructional materials used in teaching class three pupils with learning disabilities. The study was conducted in Mathira West Sub County, Nyeri County in Kenya, and was guided by Albert Bandura's Social Cognitive Theory (SCT) of 1997. The descriptive research design was adopted for the study. A sample size of 11 (30%) schools was selected randomly from a target of 35. Purposive selection of the 11 head teachers from the above sampled schools, random selection of 11 class three teachers out of 50 formed the study sample. Questionnaires for teachers and head teachers as well as an observation check list were used to collect data.Piloting was conducted in two schools to ascertain that the research instruments were well constructed and their validity was ascertained by ensuring that the content used conforms to the research objectives. The study employed test retest technique to pilot the instruments. The Pearson correlation coefficient was computed and found to be 0.78.Qualitative data was analyzed by sorting, editing, coding, classifying, categorizing and making themes related to research questions. Descriptive statistics were used to calculate, the mean, frequencies and percentages using the computer Statistical Package for Social Sciences (SPSS). The findings were presented in tables, graphs, and pie charts.The study established that; There were at least three pupils with LD in every class,teaching methods were inappropriate, teachers were not competent in identifying the causes of learning disabilities, teachers had a negative attitude towards learners with LD and made no provisions for them while instructional materials used by class three teachers were generally inadequate.Based on these findings, the study recommends; in service training courses for lower primary school teachers, sensitization programs to address the negative attitude towards children with LD and use of a wide variety of teaching methods and instructional materials.
Assessment of parents' level of satisfaction with the quality of pre-school education in Lang' ata District, Nairobi County, Kenya
(2014-11-28) Moige, Nelliah O.
Despite a vast literature in customer satisfaction, little has been said on the satisfaction of pre-school institutions' customers i.e. the parents. This study was aimed at assessing parents' levels of satisfaction with the quality of ECDE in Lang'ata District(Nairobi County) as influenced by a set of six independent variables: (I) type of school management/sponsorship; (2) type of curriculum offered; (3) availability of adequate physical facilities and (4) teaching-learning materials; (5) availability of qualified teachers;and, (6) teacher-child ratio. It also attempted to discover which of these factors contributed most to the parents' satisfaction level. The study adopted the ex post factor research design.The population of the study was 3545 parents and 160 Head teachers (HTs)/managers i.e. 1820 parents from private and 1725 from public ones while the HTs/Managers were91 from private and 69 from public ones making a total of3705 subjects for the study.Stratified random sampling technique was used to select the sample as the population was heterogeneous, being drawn from various categories of pre-schools. The sample size consisted of 355(10% of the population) of parents and 40(25% of the HTs/Managers population) thereby yielding a sampling of 395(10.7%) respondents. Data was collected using questionnaires for parents, semi-structured interview guides for HTs/Managers,document analysis checklists and observation schedules. The data gathering instruments were piloted to determine their validity and reliability before the main field exercise. Both qualitative and quantitative data were analyzed as per study 'objectives. Qualitative data e.g. transcribed interview notes were quantified where possible, along with quantitative data from the structured (closed-ended) questionnaire items. The qualitative data from interview guides were transcribed and analyzed thematically according to the set objectives.The quantitative data were analyzed using descriptive statistics such as percentages, mean,median and mode. Inferential statistics used were the Chi-Square (X2), F test and Beta to test the various hypotheses at p < .05. The findings were then presented in form of cross tabulations and graphs. The major findings were that in overall, most parents were highly satisfied with ECDE; parents in private pre-schools were more satisfied vis-à-vis those in public ones; significant differences existed in parental satisfaction in relation to all variables of quality ECDE; the variables of quality ECDE had varying significant influences on the parental satisfaction with the type of management being the most significant factor; there were significant differences in satisfaction between the low and high income parents in all the variables except curriculum, with the low- vis-a-vishigh-income parents being more satisfied. The study recommendations include ECDE centers to recruit qualified teachers, provide enough staff, management should select the right strategies in determining investment levels while prioritizing important dimensions that influence the service quality expectations of parents and allocating the limited available resources appropriately to improve service quality on each dimension to the required level and prevent service problems. Besides the aforementioned implications for ECDE providers, suggestions for further areas of research are advanced which include assessing the factors contributing to disparities in satisfaction with the quality of ECDE among the low income and high income groups as well as exploring for other variables affecting the quality of ECDE and their effects on the parental satisfaction.
Assessment of parents' level of satisfaction with the quality of pre-school education in Lang'ata district Nairobi county Kenya
(2013-11-25) Moige, O. Nelliah
Despite a vast literature in customer satisfaction, little has been said on the satisfactionof pre-school institutions' customers i.e. the parents. This study was aimed atassessing parents' levels of satisfaction with the quality of ECDE in Lang'ata District(Nairobi County) as influenced by a set of six independent variables: (I) type of schoolmanagement/sponsorship; (2) type of curriculum offered; (3) availability of adequatephysical facilities and (4) teaching-learning materials; (5) availability of qualified teachers;and, (6) teacher-child ratio. It also attempted to discover which of these factors contributedmost to the parents' satisfaction level. The study adopted the ex post facto research design.The population of the study was 3545 parents and 160 Head teachers (HTs)/managersi.e. 1820 parents from private and 1725 from public ones while the HTslManagers were91 from private and 69 from public ones making a total of3705 subjects for the study.Stratified random sampling technique was used to select the sarnple as the population was heterogeneous, being drawn from various categories of pre-schools. The sample sizeconsisted of 355(10% of the population) of parents and 40(25% of the HTslManagers population) thereby yielding a sarnpling of 395(10.7%) respondents. Data was collectedusing questionnaires for parents, semi-structured interview guides for HTslManagers,document analysis checklists and observation schedules. The data gathering instrumentswere piloted to determine their validity and reliability before the main field exercise. Bothqualitative and quantitative data were analysed as per study 'objectives. Qualitative datae.g. transcribed interview notes were quantified where possible, along with quantitativedata from the structured (closed-ended) questionnaire items. The qualitative data frominterview guides were transcribed and analysed thematically according to the set objectives.The quantitative data were analyzed using descriptive statistics such as percentages, mean,median and mode. Inferential statistics used were the Chi-Square (X2), F test and Betato test the various hypotheses at p < .05. The findings were then presented in form ofcross tabulations and graphs. The major findings were that in overall, most parents werehighly satisfied with ECDE; parents in private pre-schools were more satisfied vis-à-vis those in public ones; significant differences existed in parental satisfaction in relationto all variables of quality ECDE; the variables of quality ECDE had varying significantinfluences on the parental satisfaction with the type of management being the mostsignificant factor; there were significant differences in satisfaction between the low and high income parents in all the variables except curriculum, with the low- vis-a-vishigh-income parents being more satisfied. The study recommendations include ECDE centresto recruit qualified teachers, provide enough staff, management should select the rightstrategies in determining investment levels while prioritizing important dimensions thatinfluence the service quality expectations of parents and allocating the limited availableresources appropriately to improve service quality on each dimension to the requiredlevel and prevent service problems. Besides the aforementioned implications for ECDEproviders, suggestions for further areas of research are advanced which include assessingthe factors contributing to disparities in satisfaction with the quality of ECDE among thelow income and high income groups as well as exploring for other variables affecting thequality of ECDE and their effects on the parental satisfaction.
Barriers to successful implementation of inclusive education for learners with hearing impairments in public day primary schools in Murang'a county, Kenya
(2014-09-05) Ngugi, Charity Wanjiku
The study investigated barriers hindering implementation of inclusive education for learners with hearing impairments (LHI) in selected public primary schools in Murang'a County, Kenya. The Five schools selected purposefully were Gatuya, Kiboi, Njumbi, Saba Saba and Kirunguru primary schools. The sample size consisted of 51 participants selected through probability and non-probability techniques. The distribution of the sample included 5 head teachers, 15 teachers, 5 education officers, 15 parents and 11 LHI. The researcher collected qualitative and quantitative data using questionnaires for each of the stakeholders involved. The data collection tools were based on the study objectives. The reliability of the tools was tested using Spearsman Rank Order formula using split-half techniques where the correlation co-efficient was 0.8 during piloting at Mukubu primary school in Kiambu County. Qualitative data was put under themes consistent with the research objectives. Quantitative data was analyzed through descriptive statistics such as tables and pie charts. Other forms of collected data was assigned codes and grouped into categories to match the variables and analyzed using the descriptive statistics. The study established that the major factors hindering the implementation of inclusive was lack of funds to cater for school management and development, lack of trained teachers in special needs education in the area of hearing impairments, and teachers' /parents' attitude towards inclusive education. Regarding the adjustments of systems to accommodate LHI, the study established that only minimal adjustments were made in the schools hence making learning for LHI unfavourable, The study also revealed that there was inadequacy of resources both in EARC and schools therefore inappropriate assessment of learners with hearing impairment could occur leading to wrong placement. It was established that learners with profound cases performed poorly due to the constant transfers from regular schools to special schools and vice versa. The study also established that there was minimal collaboration from the stakeholders and majority of them preferred learners with hearing impairment to be placed in special schools. The study recommends that: only learners with severe impairments should be retained in special schools while those with mild impairment should learn in regular schools since the government has currently allocated more funds to purchase learning/teaching materials in special schools; the government through Ministry of Education should organize campaigns to sensitize all community members on importance of educating learners with hearing impairment; the Ministry of Education should provide adequate facilities to EARCs to improve the assessment and placement processes in all centres; among other recommendations.
Causes of School Dropout among Lower Primary School Pupils in Korogocho Slums, Kasarani Division, Nairobi County, Kenya
(2014) Wathanu, Macharia Grace
Enrolment in primary schools has massively increased over the years. Unfortunately, this impressive enrolment has been noted to dramatically decrease by class two. Dropout rates are significant and critical during the first and second year of entering school. The study postulates that failure to mitigate school dropout could primarily be due to the causing factors not being addressed at its root cause at the early stage. The purpose of the study was to establish the influences of school dropout among lower primary school pupils' in Korogocho slums, Kasarani division, Nairobi County. The main objective of the study was to establish the causes of school dropout among lower primary school pupils. In addition, the study aimed to establish the influence of pupils demographic, parental, socio-cultural, school factors on school dropout. The study adopted Basic Needs theory by Abraham Maslow (1943) and Social Cultural theory by Lev Vygotsky (1986). Descriptive research design was used. The study location was in Korogocho slums in Kasarani division Nairobi County. Purposive sampling technique was used to sample 360 respondents. Pilot study was done in two schools. Data was collected using questionnaires, interview schedule and FGDIKII. Data was ana lysed using descriptive and inferential statistics. Chi Square (X2) was used to analyze inferential statistics and correlation coefficient significant was at 0.05. It was presented in tables, graphs, frequencies and pie-charts. Based on the study findings, it was deduce that gender greatly influenced school dropout whilst age did not influence school dropout. It was further confirmed that the two parental factors investigated did not Influence school dropout. The two socio-cultural variables investigated, social group influenced while religion did not influence school dropout. The study also found out that class population & teacher/pupil relationship did not influence school dropout. Other notable school factors investigated and influenced school dropout were; illness and lack of school fees. Conclusion based on the study highlighted that school dropout among lower primary school pupils is real and substantial.
Centre related factors influencing implementation of curriculum in early childhood development programmes in Turkana County, Kenya
(Kenyatta University, 2018-07) Ngirerea, Paul Lonyuduk
Curriculum implementation entails putting into practice the officially prescribed courses of study. Effective curriculum implementation results in both short and long term benefits to children and eventually the entire society. The purpose of this study was to investigate the related factors influencing implementation of curriculum in Early Childhood Development (ECD) centres in Turkana County, Kenya. The objectives of this study were to establish the influence of physical facilities, teaching-learning materials, feeding programmes and teacher-child ratio on implementation of ECDE curriculum in Turkana County. To achieve these objectives, the study applied descriptive research design. The target population was all 205 ECD teachers and 205 Centres in Turkana Central Sub-County which was purposively selected. The sample size was 55 teachers and 55 ECD centres in two Wards out of five in the Turkana Central Sub-county. The data was collected through observation and interview schedules. The validity of the data collected was determined by content validity, while the reliability of the instruments was determined by applying test-retest method. The data was collected, coded and analyzed using descriptive statistics. The study admitted that nearly two-thirds of the ECDE centres in Turkana central did not have physical facilities and teaching-learning materials. The study also established that majority of the ECD Centres did not have feeding programmes and teacher-pupil ratio was very high and was having a negative effect on the implementation of the ECDE curriculum. As a result of the study findings it was recommended that the County Government should construct more classrooms, support the ECD centres with more thematic materials for making interest corners in classrooms, and provide adequate food regularly as well as employing more teachers who are qualified.
Challenges faced by teachers in implementing HIV/AIDS curriculum in primary schools for pupils with hearing impairments in Rift Valley Province, Kenya
(2011-10-24) Mutai, Paul Kipkorir
This study was designed to investigate the challenges the teachers who handle the hearing-impaired learners face in the process of teaching HIV/AIDS Education in primary schools in Rift-valley province of Kenya. The study was based on the view that HIV/AIDS is indeed a threat to all humanity, regardless of the physical or even mental condition. The study sought to determine the type and level of training the teachers undergo before handling this subject and the challenges they encounter in translating the AIDS education content into sign language to hearing impaired pupils. The study adopted the descriptive survey design. The research instruments used included the teachers' and pupils' questionnaires. Data collected was coded and entered in the statistical packages for social sciences (SPSS) programme. The descriptive statistics, that is, frequency distribution and percentages was used to describe and summarise the data in reference to such variables as age, gender, years of teaching and pupils' classes among others. Qualitative responses (data) were analysed using thematic approach, whereby each objective under the study was described in relation to the categories of responses given from the subjects. The results of the study indicated that majority of teacher respondents had acquired the certificate level of training in HIV/AIDS course, spending one week duration in undertaking the course. Majority of the respondents had also taught HIV/AIDS lessons for a period of three years. On the other hand, pupils' respondents indicated that they were 100% knowledgeable of HIV/AIDS and the teachers were their main source of knowledge. They knew that AIDS kills, and that AIDS is transmitted by both blood transfusion and sexual activities. Majority of teachers also indicated that there were fewer textbooks for HIV/AIDS, which hampered their efforts in disseminating Aids knowledge to learners. Nevertheless, female teachers use more books than their male counterparts, and more of books are used than posters and newspapers in dissemination of HIV/AIDS information to pupils. In addition, teachers indicated that abstract signs hinder them to effectively disseminate HIV/AIDS knowledge to pupils. In fact, more female teachers than males were puzzled by abstract signs in their teaching, while more men than female teachers experienced the same but in the case of difficult concepts. Majority of teachers were also of the view that more workshops should be conducted for them; while others were of the view that there was a need for more teaching learning materials. Recommendations were made for the government to expand provisions of training of HIV/AIDS in institutions up to degree level-higher education, so as to increase knowledge to teachers to aid their effective implementation of the HIV/AIDS curriculum. The government should also avail scholarships in this area to encourage further education and training of teachers of hearing impaired. In addition, the government and other organizations should provide seminars, workshops and conferences for more awareness on the part of teachers. Last but not least, teaching-learning materials should also be provided, including directives on conventional terminologies and signs to be used by teachers and pupils for effective implementation on the communication of HIV/AIDS curriculum in schools for hearing impaired. Further, research was recommended with regard to pupils' perception of risk sexual behaviours in schools for hearing impaired.
Challenges faced by teachers in providing pre-school education in non-formal pre-schools in Kibera slums, Nairobi County
(2014-09-11) Wachieni, Beatrice Wairimu
Pre-school education is critical for successful completion of primary and secondary school education. It reduces engagement in high risk behaviors. The quality of pre-school education especially from demographic groups that are socially and economically disadvantaged is therefore crucial. The purpose of this study was to investigate the challenges experienced by teachers in providing preschool education in non-formal pre-schools in Kibera slums. The objectives of this study were: To find out the possible challenges faced by pre-school teachers, teacher/child ratio, the language of instruction, and the nature of physical facilities in non-formal pre-school centres in Kibera slums. The study also sought to find out whether the teachers teaching in non-formal pre-schools in Kibera slums were trained and the possible solutions to the challenges in non-formal pre-school centres. The study was guided by human capital development theory of Becker (1994). The study adopted an exploratory research design that utilized qualitative technique that enabled the researcher to obtain relevant data from sampled centres and respondents. Thirty non-formal pre-schools were sampled using simple random technique. This was 50% of the targeted population of sixty non-formal pre-schools. From each sampled pre-school, one teacher was randomly sampled. The instruments used in data collection were questionnaires for teachers and observation schedules. Piloting was done in two non-formal pre-schools that were randomly sampled within Kibera slums. All the pre-school teachers returned their filled in questionnaires. Data collected were analyzed qualitatively using themes. Kibera slums had poorly built classrooms in non-formal pre-school centres most of which were iron sheet or mud-walled. The environment in the non-formal preschool centres was found to be very poor. Children in the non-formal pre-school centres were of different ages. The teacher/child ratio was established to be 1:52. The centres also had no places for children to play. Teachers used Kiswahili as the language of instructions but most of them were not professionally trained in ECDE. The study recommends that the government should come up with strategies of inspecting classrooms used in non-formal pre-schools. Training programmes for pre-school teachers in the non-formal pre-school centres in the slums that would suit their financial abilities were also recommended. The study recommends that a study be carried out on the kind of curriculum offered in the non-formal pre-school centres. The study also recommends a study on challenges faced by teachers in formal pre-school centres in Kibera slums.
Challenges Facing School Feeding Programmes and Learning Participation in Pre-Primary Schools in Isiolo County, Kenya
(Kenyatta University, 2019-09) Oduya, Ann
Good nutrition is critical in the realization of the potentials in children and in maximizing the benefits derived from educational investment. Despite the widely acknowledged importance of feeding programmes across the world, there is evidence of disparity in providing feeding programmes in economically disadvantaged regions such as Isiolo County in Kenya. Among the benefits drawn from the provision of feeding programmes are: correcting deficiencies, alleviating short term hunger, and reducing intergenerational poverty. Infants as well as school going children are among the most affected by adverse hunger and malnutrition which may result to irreversible short-term and long-term cognitive functioning. The purpose of the study was therefore to establish the challenges facing the School Feeding Programme (SFP) in pre-primary schools in Isiolo County, Kenya. The objectives that guided the study are; To find out the available resources, determine the level of parental participation in the feeding programme, to establishthe variety of food provided and to identify the managerial challenges experienced in the feeding programmes. The study was guided by Human Capital Theory advanced by Schultz. The study employed descriptive survey design with the independent variable being the available resources, parental participation, variety of food and the managerial challenges, while the dependent variable was effective feeding programme. The target population was all the 200 public pre-primary schools in Isiolo County. Purposive sampling was used to identify public pre-primary schools, headteachers, teachers, education officer and parents while simple random sampling was used to identify one school from each cluster. These yielded a sample of 131. Data was collected using questionnaires, observation checklist and interview schedule. Qualitative data collected was transcribed and analyzed according to specific thematic areas and presented descriptively with verbatim quotes. The study established that the SFPs were dependent on the -govemment and donor funding, the level of parental participation posed a challenge on the SFP as they hardly contributed to the success of SFP in cash or in kind and the food provided was not balanced. More importantly the major challenges were: shortage of water, food insecurity, in accessibility, insecurity and harsh climatic conditions. Study findings are hoped to provide vital information to various stakeholders in early childhood education and other child minders. The study findings may help the Ministry of Education to enact policies that will help improve the situations of the school feeding programmes in Kenya.
Challenges in Use of Mother Tongue as a Medium of Instruction in Pre-Primary Schools in Taita Taveta County, Kenya
(Kenyatta University, 2024-05) Makokha,Esther Harriet Ondeko
Mother tongue use as a medium of instruction promotes learners’ self-esteem together with academic achievement. Despite the advantages gained by using mother tongue in early year’s education, studies have revealed that mother tongue is the least chosen medium of instruction in pre-primary schools in Taita Taveta County. Therefore, this study purposed to establish school and teacher related challenges that hinder use of mother tongue as a medium of instruction in pre-primary schools in the County. The study was guided by the following objectives: to determine the extent to which teachers in pre-primary schools use mother tongue as a medium of instruction, to identify teacher related challenges in the use of mother tongue as a medium of instruction, to establish school related challenges in the use of mother tongue language as a medium of instruction and to determine strategies that can be used to enhance use of mother tongue as a medium of instruction in pre-primary schools in Taita Taveta County. The study was anchored on the Social Constructivist theory of language development by Lev Vygotsky. A descriptive research design was employed. The target population for this study was 384 people encompassing of 120 head teachers and 264 pre-primary school teachers in Voi sub-county. To sample the respondents, stratified, purposive and simple random sampling techniques were used. The sample size was 38 respondent, these included 12 head teachers and 26 pre-primary schoolteachers. Data was collected using a questionnaire for teachers and interview schedule for the head teachers. A Pilot study was done in 2 pre-primary schools in Voi Sub-County. Content validity of the questionnaires and interview schedule was ascertained through expert judgment. The questionnaire's reliability was determined through test-retest method using the Cronbach's Alpha coefficient algorithm. For qualitative data, thematic analysis was done, while analysis of quantitative data was done using descriptive statistics that is percentages and frequencies. The study established that majority of teachers rarely used mother tongue in instruction, they preferred using English and Kiswahili. In addition, the study found that use of mother tongue in instruction was hindered by teacher related factors. Further the study established that use of mother tongue in the schools was influenced by school related factors. Finally, the study established a number of strategies that can enhance use of mother tongue as a medium of instruction in pre-primary schools which include; encouraging parents to use mother tongue when speaking to their children, training teachers on how to use mother tongue in instruction, mobilizing funds for acquiring or developing materials for teaching using mother tongue and sensitization of parents on importance of using mother tongue as a medium of instruction. The study concluded that majority of the pre-primary schools did not embrace use of mother tongue in instruction. The study recommended that the government, the Ministry of Education and its sub sectors like the Teachers’ service commission and the Kenya Institute of Curriculum Development should come together to address the challenges identified to be in the path of implementing the language policy.
Child emotional abuse in pre-primary schools: a case of Ekerenyo zone, Nyamira county, Kenya
(2014-08-01) Arisa, Richard Nyagwachi; Ndani, M.N.; Waithaka, E. N.
Child emotional abuse has become a global problem that needs to be tackled if we are to ensure optimal development of the child. Many parents and guardians may not imagine that the menace of child emotional abuse; a type of child abuse is a persistent reality and has long found its way into the school setting in Kenya. Emotional abuse is a threat to a healthy society and holistic development of the child. Of concern is that acts that comprise child emotional abuse are not elaborate to many individuals. When it occurs, emotional abuse is not easily recognized or known by some school authorities and sometimes perpetrators themselves. Unlike physical and sexual abuseof children, emotional abuse has received little attention. Hence, the purpose of this study will be to establish the prevalence of child emotional abuse in pre-primary schools to provide insights into the situation of this vice. This study will be guided by Abramson's theory of hopelessness which purports that people who experience negative situations persistently learn to see themselves as "I am not good". Descriptive research design will be employed in the study. The target population will be all pre-primary school teachers in Ekerenyo zone. The study will involve all pre-unit teachers of the sampled schools. The location of the study will be purposively selected. Stratified random sampling will be used to select schools and teachers. A sample of thirty percent will be taken from both public and private schools. Data on emotionally abusive behaviors will be collected using a checklist. Information on the teachers' demographics and teacher factors influencing child emotional abuse will be collected using a questionnaire. Data will be analyzed quantitatively using descriptive statistics: frequencies, percentages, mode and means. The results will be presented using frequency distribution tables, percentages and pie-charts.
Children’s Television Viewing and its Influence on Completion of School Homework among Lower Primary School Pupils in Kisumu County, Kenya
(Kenyatta University, 2024-05) Owaga, Caren Adhiambo
Today’s children1are growing up1in a rapidly changing digital age. A variety1of technologies such as TVs, phones and computers are all around us in the1homes, offices and1schools such as TV, phones and computers. When these technologies are used wisely, they can support learning including completion of school homework. However, studies have revealed that exclusive TV viewing has the potential to generate both negative and positive effects on pupils’ homework completion. The purpose1of this1study, therefore, was to investigate1the influence1of television watching1on completion of1school homework amongst lower primary school pupils in Nyakach Sub-County, Kisumu County. The1objectives of the1study were to1establish the extent1to which pupils in lower grades watch television at home, to find out the impact of television watching by pupils in lower grades in relation to completion of school homework and to explore the strategies parents of lower grade pupils have put in place to regulate children’s television viewing in Nyakach Sub-County, Kisumu County in Kenya. The study was informed by the theory of Urie Bronfenbrenner’s (1979) Ecological Systems Theory. Descriptive study design was adopted by the researcher in this1study. The target population consisted of lower primary school pupils from 57 public and 16 private lower primary school children in Nyakach Sub-County; 230 teachers, 300 parents/guardians in Nyakach Sub-County, Kisumu County, Kenya. The researcher used stratified sampling techniques to select the schools from a total of 73 primary schools in Nyakach Sub-County. Data collection was done using questionnaires and interviews. Statistical Package for Social Sciences (SPSS) software was used to analyze the data. Analysis of quantitative data was done using frequencies and percentages and the findings presented using tables, figures and narratives. Qualitative data was analyzed using sub themes and themes that emerged from the findings. The study established that the majority of preschool children spent long hours watching preferred TV programmes especially during weekends. It was further established that both parents and teachers agreed that TV viewing disrupt homework completion particularly in the absence of parental supervision, control and regulation. The study recommended the need for both parents and teaches to work together to ensure that TV watching by children are put under check to enhance homework completion. The study recommended that1further research1can be carried1out to establish1the challenges facing parents in regulating TV watching as a source of failure to do homework for lower primary school children.
Collaboration in Speech Therapy Intervention for Children with Autism: Speech Therapists and Caregivers Perceptions in Nairobi City County Kenya
(Kenyatta University, 2024-04) Musungu, Anne Kasachia
Not Available
Community funds of knowledge in enhancing curriculum instruction in early childhood development centres in central division, Turkana county Kenya
(2015) Omakada, David Kampala
The provision of Early Childhood Development and Education (ECDE) is growing rapidly and has received increased policy attention worldwide. For instance, equitable access to quality ECDE is increasingly viewed by policy makers as a way of strengthening the foundations of lifelong learning for all children and is anchored on the use of community local resources, yet there is no clear research that has harnessed the knowledge on the use of funds of knowledge for learning. The research in this area would help teachers' to interpret or use concrete materials from households for learning. This study was meant to fill in knowledge regarding the use of funds of knowledge in Kenya' ECDE centres. The aim ofthis study was to find out the extent of use of community funds of knowledge in enhancing curriculum instruction in Turkana central Division in Turkana County. The objectives of the study were as follows: to determine the extent of use of funds of knowledge that include local language, games and plays, songs and stories, resource persons and learning materials from the local community, to establish the teachers' and education officials awareness and knowledge on the use of community local language, plays and games, songs and stories, teaching and learning materials from the local community in enhancing curriculum instruction in ECDE in Turkana central Division in Turkana county and to establish the level of support provided by parents in the use of community funds of knowledge in ECDE in Turkana central Division Turkana county. To achieve this, the study used descriptive research design using the survey method to obtain qualitative data and basic statistical data quantitatively. The target population was 70 ECDE teachers and 30 Head teachers from all 30 ECDE centres, 20 County Education officers and 150 parents (PTA members) from all 30 ECDE centres in the division. The researcher used stratified random sampling to obtain the samples. The samples consisted of 25 ECDE teachers, 10 Head teachers in charge of all ECDE in the division, 6 county Education officers and 24 parents and community members. Questionnaire, interview schedules, observation checklist and focus group discussion (FGDs) was used to collect data from the respondents. Data was analyzed by objectives using deep narratives of themes ;enerated from the data. Descriptive statistics was used to present data that was numerical. The findings from the study indicate that teachers had inadequate information and understanding on what community funds of knowledge that can be used in curriculum instruction is all about. This was evident when their source of instructional materials was mostly (100%) based on sticks, wooden blocks and bottletops. It also found that there little support from the parents due to lack of knowledge and awareness on their roles, functions and responsibilities in ECDE centres. The researcher however recommends that through sensitization and awareness creation, the community and the teachers should be educated on the sources and importance of community funds of knowledge that could be used to enhance instruction in ECDE centre and more so in Turkana county, and also the government to strengthen policies that promote an integrated and local adaption of ECDE programmes with descriptions of the benefit of ECDE centres programmes and idea of indigenous knowledge.
Community support grants in promoting children's access and retention in early childhood development centres in Laikipia County, Kenya
(Kenyatta University, 2016-06) Ndung'u, Mercy Muthoni
Early Childhood Education is a crucial program that lays foundation for the holistic and integrated development and education of a child. A knowledge gap therefore exist in that there is no tangible evidence reviewed, analyzed or documented on why Community Support Grants (CSG) have failed to enhance access to equitable and quality Early Childhood Development and Education (ECDE) to preschoolers and their retention in ECDE centres in Laikipia Central Subcounty, Laikipia County. The objective of this study was therefore to investigate the impact of community support grants on children's access and retention in early childhood centres in Laikipia Central Sub-county, Laikipia County. The study sought to achieve the following objectives: established the level of funding to the ECDE Centres; explored the management structures in regard to the Community Support Grants (CSG) in the Early Childhood Development and Education (ECDE) centres; explored the extent to which the community participates in the implementation of CSG in the ECDE centres and found out the impact of the CSO on children's access and retention in ECDE centers in Laikipia Central Sub-county. This study employed a descriptive survey design. The study population involved all the ECDE teachers, head teachers, and committee chairpersons. The researcher used both purposive and stratified sampling. Primary data collection procedure was used on the respondents through a semi-structured questionnaire comprising of closed and open ended questions and interview schedule for head teachers. This study involved ECDE centres located in Laikipia County. Data from the head teachers/teachers were collected using questionnaires while that for committee chairpersons were collected using interview schedules. A test retest method was used to determine the reliability of the instruments. The study assessed the reliability by having two independent early childhood education scholars weigh the items of the research instruments used to determine consistency. Data analyses were done using both descriptive and inferential statistics. This study found the level of funding to the ECDE centres is inadequate and that there are management structures in place from the community level to the National government involved in the implementation of CSG. This study also established that the community participates in various ways in the implementation of the CSG and that the CSG has had a profound impact on children's access and retention in ECDE centres in Laikipia Centreal Subcounty, Laikipia County.
Community Support Grants Management and Implementation in Early Childhood Education Centres in Magutuni, Tharaka-Nithi County, Kenya
(Kenyatta University, 2018-11) Gitonga, Hellen Mugure
The Government of Kenya recognizes the importance of Early Childhood Development, as one of the most important levers for accelerating the attainment of Education for All (EFA) and the Millennium Development Goals (MDGs). There has been tremendous effort by the Government of Kenya (GOK) and collaborating partners to improve the welfare of the Kenyan child through various funding programmes, for instance, community support grants. However, these efforts have been fragmented and with little impact especially on management and implementation process. In realization, an effective ECD programme enhances a country’s social economic growth and political stability, the Government, through the Sessional Paper No. 1 of 2005, A Policy Framework on funding Education, Training and Research are recommended. This study investigated into management and implementation of community support grants in ECE centres in Magutuni location, Tharaka Nithi County. Kenya, it examined methods and sources of CSG funding, established the management of CSG, find out challenges facing management and implementation of CSG, it also suggested mitigation measures to the identified challenges. The study is based on the theory advanced by Henry Fayol. The findings will be used address the identified gaps on the government mode of funding and management of ECE within the study location and in the country as a whole. The study target population of 911, which has been narrowed down to a sample size of 141 through random sampling. The questioners were used as research instrument for collecting data in study. The instruments were pre-tested in Eight ECE centers that were not included in the actual study to check its reliability and validity. Eight School managers participated, 10 teachers, 20 parents, one DICECE officer and one DEO. Thus, the obtained data were analyzed using descriptive statistics. The study finds out that; bursaries from the government are the main source of government community grants, the decision on how to use the grant was made by the school management committee, the challenges that are faced in management and implementation of community support grants were; there is a delay in disbursement of the funds, corruption and misuse of funds, diversion of the funds to primary school and inattendance of parents to discussion on how the funds will be used. The study concluded that little funds were allocated to ECE centres and it was managed poorly. The study recommended that; the CSG should be channelled to ECE centres using the proper means of allocation to avoid funds diversion and funds should be adequate. The District Education Officer and the DICECE officer should enhance measures that will ensure all funds are well managed and implemented.
Constraints to HIV/AIDS orphan care in selected early childhood centres, Matayos division, Busia district western province, Kenya
(2011-11-30) Obade, Elizabeth Adhiambo
The impact of HIV / AIDS is profoundly reflected in the lives of children whose very survival and development are at stake. Literature reviewed indicates that orphan care structures exist within the community. However, no comprehensive study has been done on the constraints to HIV / AIDS orphan care in the Early Childhood Centres, their needs, care and problems faced in their early years. The purpose of this study was to determine the constraints facing I-IIV / AIDS orphan care in the Early Childhood Centres. The specific objectives of the study were to; identify the socio economic and demographic characteristics of both caregivers and orphans; identify the needs and problems of children orphaned by HIV / AIDS in the Early Childhood Centres, establish the nature of community participation in care and support of orphans in the Early Childhood Centres; and determine the care and support provided to the children orphaned by HIV / AIDS in the Early Childhood Centres. The study was guided by Maslow's Theory, Psychosocial Theory and Ecological Model. This study adopted an Expost Facto study design in selected Early Childhood Centres in Matayos Division, Busia district, Western Province, Kenya. The interview guide was administered to caregivers and the orphans. The sample of the study consisted of 120 HIV / AIDS orphans, 120 guardians and 10 Early Childhood Teachers. Both quantitative and qualitative data was prepared for analysis using the Statistical Package for Social Sciences (SPSS). Descriptive statistics (percentages) were used in the type of care, problems, needs encountered by HIV / AIDS orphans and the caregivers. Pearson's Products Moment Correlation Statistics was used to measure relationships between variables. The Hypotheses were tested at a = .05 level of significance. The study revealed that 53.3% HIV / AIDS orphans from the ECD centres lived with their grand parents. The findings further showed that (33.33%) HIV / AIDS orphans fall in the age between 5 to 6 years. The findings of this study show that more than half of the caregivers (61.3%) were married, while 35.8% guardians were widowed. The results further indicate that the needs of the HIV / AIDS orphans are not met adequately in relation to clothing, shelter, food, education. 82.6% guardians provided second hand clothing, and more than a half (81.8%) HIV / AIDS orphans lived in grass thatched houses, while 79.1% HIV / AIDS orphans attended clinic when sick. The study further revealed that 32.5 % HIV / AIDS orphans indicated clothing as a need that was not met while 19.8% indicated shelter as a need not met, and 9.0% revealed education needs as not met, and 2.6% revealed psycho-social needs as not met. The study further revealed that 29.4% ECD teachers indicated food and medical attention was required for HIV / AIDS orphan care while 23.5% ECD teachers indicated HIV / AIDS orphans needed psycho- social support. At the same time 89.5% HIV / AIDS orphans received assistance from Kenya Orphans Rural development programme (KORDP) in the form of food and medication. A weak positive but insignificant correlation was found between level of education and orphan care. The study also revealed a weak non significance relationship between the occupations of guardians on the level of orphan care. Based on the findings of the study, a multi - sectoral approach is recommended for HIV / AIDS orphan care to look into the needs of the orphans. Training programmes are recommended to sensitize the ECD teachers working with the HIV / AIDS orphans on psychosocial care which will eventually boost the self esteem of the growing orphans.
The contribution of children’s involvement in housework to academic competence during early childhood at city primary school, Nairobi county.
(Kenyatta University, 2015-06) Kulundu, Ambetsa Esther; Ng'asike, John T.; Wambiri, Gladwell
Early childhood education is now recognized as critical in laying the foundation for holistic development of young children during the formative years. Research in early childhood emphasizes the interplay between the home and the school in enhancing quality holistic experiences in children in the early years. However, the rise in industrialization and technological advancements in modern day society have led to a lot of changes in child rearing practices especially in the urban areas. These changes include: a greater number of mothers seeking employment, employment of domestic servants in the homes, a more demanding education system and so on. These changes have had tremendous effects on childhood experiences that have all along been significant to the development of children including the participation of children in housework. Participation of children in housework is a traditional practice that has been imperative in the holistic development of school children including academic competences. However, current research does not show whether this practice is still being upheld, especially in the urban households where the effects of modernity are the greatest. This gap in knowledge was the basis for conducting this study. This was a descriptive survey, whose purpose was to find out whether or not school children in urban households are being involved in housework and how this relate to their academic performance in the school activity areas. Qualitative methods of data collection and analysis were used during the study. Purposive sampling was used to select the specific settings and respondents relevant to the study. It was done among six to eight year old children, parents and teachers in City Primary School, Nairobi County. The sampling frame was 77 respondents which was 30.08% of the population. Naturalistic observations of the children at home and at school and in-depth interviews and questionnaires were the primary sources of data. In addition, document analysis, and field notes provided additional secondary data. A pilot study was conducted among children and parents at Ngara Road primary school, to test the validity and reliability of the instruments. Qualitative analysis procedures were used to analyze the data collected and the generated theory was compared to existing theory. The findings showed that most children in urban areas did not participate in housework. Children‟s main activities at home included doing school assignments, play and watching television. Schoolwork was a major competing force to children‟s participation in housework. The recommendation is that parents, teachers and policy makers should be enlightened on the role of housework in developing academic competence in early childhood.
Contribution of Physical Classroom Conditions on Children Learning in Early Childhood Centres in Engineer Zone, Nyandarua County,Kenya
(Kenyatta University, 2015) Njeri, Wainaina Phyllis
The mushrooming of Early Childhood Centres in Kenya and other environmental factors have given rise to many challenges in ECD education in the country. The challenges continue to change the conditions in which the children find themselves in learning as well as their performance. This research project focused on the contributions of the classroom physical conditions on the learning of children in Early Childhood Centres in Engineer zone. orth Kinangop Division, Nyandarua County. This study sought to establish the contributions of teaching materials, the creativity of the teacher in organization and the physical environment. to the extent that these factors affected learning in pre-schools. The study was based on Conditions of Learning theory put forward by Robert Gagne in 1985, which stresses on the importance of classroom conditions in facilitating better learning. In this particular research, the descriptive research design was employed using the survey method to obtain the data that was manipulated to give results of the project. The method was both preferable and convenient, since taking a representative sample made it easier to carry out an in-depth analysis of the problem. Further, the whole population could not be accessed by the researcher, which made the researcher to use a representative sample. Thus, representative samples for the study were obtained from the population using the stratified sampling technique, and grouped into strata for analysis. The data obtained from the study was analyzed both qualitatively and quantitatively to give the desired information about the population. The study established that some of the centres in this area did not have good conditions in terms of availability of materials, ventilation in the classroom. enough space and playing grounds, which may affect the learning ability of the children. The conditions have an effect on the children's emotional, social as well as mental development. which are important factors in the learning ability and performance of the child. Research has often centred in the identification of problems and issues behind the poor performance in some Early Childhood Centres of which in this study, the government was put on the spotlight by neglecting some developments concerning the Early Childhood Centres in the country. This was due to the reluctance in construction of enough classrooms and provision of adequate instructional materials as well as failing to ensure that maintenance of facilities is done in early childhood centres across the country. This research provided a crucial link between the classroom physical conditions and the level of learning of pre-school children. It also created grounds for recommendations to the relevant stakeholders in pre-schools to create, develop and improve the physical conditions in the class room for a better learning environment.

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