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dc.contributor.authorGithinji, Mary Wambui
dc.date.accessioned2021-02-23T12:40:56Z
dc.date.available2021-02-23T12:40:56Z
dc.date.issued2020-10
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/21572
dc.descriptionA Research Project Submitted in Partial Fulfilment of the Degree of Masters of Education (Early Childhood Studies) in the School of Education, Kenyatta University, October, 2020en_US
dc.description.abstractParticipation in Physical Education (PE) or outdoor activities in pre-school is one of the most important aspects that predict children’s healthy growth and development. Outdoor activities enable the children to develop physically, mentally, cognitively and socially. Advocates in the field of education indicate that participation in outdoor activities has been hampered by various challenges that have either discouraged the children to participate or have denied them participation altogether. In recognition of this, the major aim of the study focused on how pre-school playground factors influence participation of pre-school children in physical education. Four specific objectives directed the study namely; to find out PE activities pre-school children engage in, and to establish the influence of pre-school playground factors (size of the playground, equipment there in, their maintenance and childcare) during PE. Bandura’s Social Learning Theory of (1977) guided the descriptive research study, using the survey method. A 30% sample of 15 pre-schools out of the 50 targeted and 30 out of 100 teachers were selected for study. Questionnaires as well as observation checklists were used to collect data, and piloting conducted in four randomly selected schools in Kasarani, to determine the soundness of the entire research process. Data was analyzed descriptively and also by use of correlations. Findings show that the playground status of most of the preschools in Kasarani Sub-county of Nairobi was inferior and characterized by poor fencing and presence of unsafe materials. Most preschools in Kasarani lacked adequate equipment, especially the fixed ones, and where they were present, they were in pathetic conditions that made them unsafe for use by children. Childcare provided during P.E was regrettably inadequate. The study reveals that the status of childcare had significant influence on children’s participation in PE. However, playground status and equipment had no significant relationship with children’s participation in PE. The study recommends that the stakeholders particularly the Ministry of Education, Science and Technology as well as the parents association should partner in ensuring that all preschools have adequate, varied and safe playground space in order to encourage the learners to participate in P.E. Regular supervision should also be conducted to ensure that the expected standards are adhered to at all times. It is also recommended that the county government should provide training programmes on childcare that requires all teachers to participate. It is anticipated that the rich data on influence of pre-school playground factors on the participation of young children in PE and intervention measures suggested for improvement will be useful to all stakeholdersen_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectPre-Schoolen_US
dc.subjectPlaygrounden_US
dc.subjectChildrenen_US
dc.subjectPhysical Educationen_US
dc.subjectNairobi City Countyen_US
dc.subjectKenyaen_US
dc.titleInfluence of Pre-School Playground Factors on Participation of Children in Physical Education in Nairobi City County, Kenyaen_US
dc.typeThesisen_US


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