Teenage Mothers’ Involvement in Their Children’s Acquisition of Pre-Literacy Skills: a Case of Kilifi County, Kenya

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dc.contributor.authorMurong’a, Henry
dc.contributor.authorMwoma, Teresa
dc.contributor.authorOuko, Hudson
dc.date.accessioned2020-09-10T06:33:47Z
dc.date.available2020-09-10T06:33:47Z
dc.date.issued2020
dc.descriptionA research article published in European Journal of Education Studiesen_US
dc.description.abstractEarly literacy is an integral part in children’s learning. It is crucial in a child’s education cycle since it is the basic foundation on which all further learning is built. Many researchers have argued that since parents are the first teachers that a child encounter, it is important to find out how they can be involved in their children’s acquisition of preliteracy skills. The two major ways of parental involvement that have been put forward are provision of resources that promote acquisition of pre-literacy skills and involving children in literary rich engagements. Unfortunately, studies on how teenage mothers can be actively involved in promoting their children’s acquisition of pre-literacy skills are scanty. Since teenage mothers are young and most of them depend on their parents for financial support and nurturance, it is important to find out how effective they can get involved in promoting their children’s acquisition of pre-literacy skills. Therefore, this article, highlights findings from a study that sought to establish whether teenage mothers are involved adequately in their children’s acquisition of pre-literacy skills. The study was based on Bronfenbrenner’s Ecological systems theory and employed descriptive survey design. It was carried out in Kilifi County, Kenya and involved a sample of 115 teenage mothers. A questionnaire and interview schedule were utilized to collect data from teenage mothers. Data was analyzed both quantitatively and qualitatively. Findings indicated that teenage mothers are not adequately involved in promoting their children’s acquisition of pre-literacy skills. The authors recommend that the government increases resources allocated to pre-primary schools and pre-primary school teachers should sensitize parents on their role in getting involved in their children’s education to promote pre-literacy skills.en_US
dc.identifier.citationMurong’a, H., Mwoma, T., & Ouko, H. (2020). TEENAGE MOTHERS’INVOLVEMENT IN THEIR CHILDREN’S ACQUISITION OF PRE-LITERACY SKILLS: A CASE OF KILIFI COUNTY, KENYA. European Journal of Education Studies.en_US
dc.identifier.issn2501 - 1111
dc.identifier.urihttps://www.oapub.org/edu/index.php/ejes/article/view/3069
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/20303
dc.language.isoenen_US
dc.publisherOpen Access Publishing Groupen_US
dc.subjectearly literacyen_US
dc.subjectparents’ involvementen_US
dc.subjectpre- literacy skillsen_US
dc.subjectpre-primary childrenen_US
dc.subjectteenage mothersen_US
dc.titleTeenage Mothers’ Involvement in Their Children’s Acquisition of Pre-Literacy Skills: a Case of Kilifi County, Kenyaen_US
dc.typeArticleen_US
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