Evaluation of Parental Factors for Intervention of Speech and Language Delay among Children Aged 3-5 Years in Kawangware, Nairobi City County, Kenya
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Date
2025-06
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Kenyatta University
Abstract
The study aimed to evaluate parental factors for appropriate intervention of speech and language delay among children aged 3-5 years in Kawangware, Nairobi City County. The study’s objectives were: to conduct an investigation on parental awareness of speech and language delay in Kawangware, Nairobi City County, determine parental knowledge of therapy for speech and language available for children with speech and language delay in Kawangware, Nairobi City County and to adopt parent-implemented speech and language intervention techniques to address speech and language delays in Kawangware, Nairobi City County. The study was guided by the theory of human development presented in Bronfenbrenner's Bio Ecological Model. A descriptive research design was adopted in the study. The focus of the study was on 30 children between ages 3-5 who are speech and language delayed and their parents from Riruta Holy Ghost Mission Special School and Dagoretti Muslim primary school. The study employed purposive sampling technique. A pilot study was carried out at Kawangware Primary School to determine the reliability and validity of research instruments. The information was collected by interviewing parents. The data collected was analysed using both quantitative and qualitative methodologies. The analysis revealed varying levels of parental awareness regarding speech and language delay. Many parents were unsure of when children should begin babbling or forming sentences, and often attributed delays to factors such as gender, premature birth, or multilingual environments. Regarding the second objective, majority of parents reported having heard of speech therapy; however, less than half were aware of local services, indicating a moderate level of general awareness but limited functional knowledge. Thematic analysis revealed that parents often relied on informal sources for information and lacked clarity on how therapy works or where to find it. For the third objective, qualitative data indicated that although formal questions were not posed, many parents actively engaged in home-based interventions such as encouraging conversations and repeating words. This suggests a strong parental willingness to support their children if provided with appropriate guidance and tools. The study concludes that there is a critical need to raise parental awareness of speech and language development; disparities in access to services and knowledge hinder effective intervention; and parent-led strategies, when supported, can significantly enhance communication outcomes. To address these issues, it is recommended that: community sensitization campaigns and parent education forums be implemented through partnerships with local healthcare and early childhood centres, and (targeted outreach initiatives such as posters, flyers, and referral pathways be developed to help parents locate and access speech and language therapy services in their locality.
Description
A Research Project Submitted in Partial Fulfilment for the Award of Degree of Master in Speech and Language Pathology in the School of Education and Life-Long Learning, Kenyatta University, June, 2025
Supervisor:
1.Mathew Karia