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dc.contributor.advisorTeresa Mwomaen_US
dc.contributor.authorMitei, Evelyn Chepngeno
dc.date.accessioned2022-04-08T10:49:05Z
dc.date.available2022-04-08T10:49:05Z
dc.date.issued2021
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/23544
dc.descriptionA Research Project Submitted in Partial Fulfilment of the Degree of Master of Education (Early Childhood Studies) in the School of Education, Kenyatta University, December, 2021en_US
dc.description.abstractIn improving intellectual, emotional and social skills, creative activities play an important role in supporting children's learning and progress. The purpose of this study was to examine the determinants of creative play activities in public pre-school children in the Bureti sub-county, Kenya. The objectives of the research were to: investigate the effect of time allocation for creative play activities, determine teachers’ attitude towards creative play, evaluate the effect of availability of resources on creative play activities and to establish challenges experienced by teachers in enhancing creative play activities among public pre-primary school children in Bureti Sub-County, Kenya. The study was guided by Froebel’s theory (1852). The research adopted a descriptive survey design. The study targeted 135 public pre-primary schools in Bureti Sub-County. The sample size for the study was 236 participants. This comprised 92 head teachers and 144 pre-schools teachers from a sample of 121 pre-primary schools in Bureti Sub-County. Data was collected using questionnaires and observation schedule as a research tool. Two schools were selected for pilot study. To determine reliability, the results of the pilot study were analyzed and determined the coefficient alpha using the split-half method using Pearson's product-moment correlation equation and Spearman-Brown Prophecy (RE) equation. The factor was 0.55, indicating that the research tool was reliable. The data was analyzed using the Statistical Package for Social Sciences (SPSS) version 23 computer software program. Data was displayed in the form of percentages, charts, pie charts, and tables. Findings showed that most schools allocated about 10-30 minutes of creative play time per day and lacked sufficient materials and resources. The study recommended that, the government should provide resources and materials that learners use when engaging in creative play activities. Learners should also be given ample time for play to improve their creative play activities in schools. The study also recommended that school principals to emphasize more on creative play activities as it is on academic excellenceen_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectDeterminantsen_US
dc.subjectCreative Play Activitiesen_US
dc.subjectPublic Pre-Schoolsen_US
dc.subjectBureti Sub-Countyen_US
dc.subjectKenyaen_US
dc.titleDeterminants of Creative Play Activities in Public Pre-Schools in Bureti Sub-County, Kenyaen_US
dc.typeThesisen_US


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