Ong‟ang‟a HM. OukoNambuswa, Dorice Wanyonyi2023-07-182023-07-182019http://ir-library.ku.ac.ke/handle/123456789/26298A Research Project Submitted in Partial Fulfilment for the Award of the Degree of Master of Education (Early Childhood Studies) Of Kenyatta University November, 2019Over the years of teaching in lower primary classes, the researcher noticed that the teaching of pre-school children has not been taken seriously. This study investigated the pre-school teachers‟ use of teaching/learning resources to develop literacy skills among preschoolers in Bungoma County. This study was guided by Piaget‟s theory. The objectives of this project were to establish the types of teaching/learning resources used in activities that aim at promoting literacy development in early childhood centers in Bungoma County; to establish the attitudes teachers have regarding the use of appropriate teaching/learning resources and to establish teacher factors that encourage learner participation in the learning process. The researcher used a cross-sectional survey approach. Information and data were collected from randomly selected schools using questionnaire research methodology. Qualitative and quantitative data analyses were used throughout the survey. Information was collected through open-ended questions in the questionnaires. Statistical package for social science (SPSS) version was used for data organization. Findings revealed that teaching and learning materials were not sufficient in most primary schools under study. The number of teachers could not accommodate the big number of children during teaching and learning hence most teachers were discourage to teach literacy skills in pre-schools in Bungoma Sub-County. Highest professional qualification, highest level of education and Medium of instructions used by teachers positively the use of teaching/learning resources by teachers. However, types of learning groups formed by teachers during teaching and learning literacy skills had no relationship or negative relationship between types of learning groups and the use of teaching/learning resources by teachers. The study concluded that schools did not have resources for teaching and learning literacy skills. However, among the schools which were reported to have such teaching/learning resources did not have sufficient resources for teaching and learning. The overall mean of below 3.0 (mean<3.0) implied that teaching and learning resources were not adequately utilized by teaching in instruction of languages in primary schools under study. High student/teacher ratio was an attribute to the negative attitude among teachers because they felt that they were understaffed and hence could not individually attend to each and every child during teaching activities. The study recommended that the school administration need to push the language department should form departmental guidance and counselling committee composed of HoD language and two teachers. Teachers should develop positive attitudes towards education, which in turn would influence the curriculum implementation in ECDE centres. Teachers should also appreciate the importance and complexity of discipline management to enhance their roles in enforcing and strengthening the measures and strategies used by school managers as this will ensure that goals and objectives of the school are met. To motivate teachers to improvise, the schools BoGs in conjunction with county quality and assurance standards officer (CQASO) should develop a county mathematics panel where teachers can present their improvised resources and how they can be used to teach various topicsenPre-Primary School Teachers’Teaching/Learning ResourcesAcquisitionLiteracy SkillsYoung ChildrenBungoma CountyKenyaThesis