Child emotional abuse in pre-primary schools: a case of Ekerenyo zone, Nyamira county, Kenya
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Date
2014-08-01
Authors
Arisa, Richard Nyagwachi
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Abstract
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.