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The purpose of this study was a critical analysis on impact of environmental dynamics on acquisition of intellectual skills on Early Childhood children in Kenya. Most Early Childhood children in Kenya have been greatly affected on acquisition of intellectual skills by environmental dynamics. The study was mainly to critically analyze on impact of environmental dynamics on acquisition of intellectual skills on early childhood children, impact of play materials, impact of good healthcare, impact of balanced diet, impact of socialization, and impact of family structure on acquisition of intellectual skills on early childhood children in Kenya. This study was conducted by employing the qualitative research design to carry out the critical analysis. The study brought about recommendations on the government, Non Governmental Organizations (NGOs), community, parents, and teachers, to identify the best environmental conditions that are good for children; provision of adequate play materials, proper balanced diet, positive socialization, and appropriate family structures, in order to positively develop their intellectual skills. The study also recommended all the stakeholders to improve the environmental condition that enhance acquisition of intellectual skills in Early Childhood children in Kenya.
Global Journal of Transformative Education
Implication of outdoor Environment on Children’s Learning Experiences in Public Preschools in Borabu Sub-County, KenyaABSTRACTBased on the findings of the Kenya Institute of Curriculum Development (KICD) needs assessment study carried out in 2016, international best practices in education systems and curriculum reforms, and a desire to make learning more meaningful for the Kenyan scholar Government's initiated an overhaul the 8–4–4 education structure to Competency-based learning because it did not promote wholesome learning. Competency-based education and training is an approach to teaching and learning more often used in learning concrete skills than abstract learning. Early Childhood Development and Education has greatly been compromised globally. The EFA’s first goal stipulated that it is the responsibility of every Government to expand and enhance comprehensive Early Childhood Education. In this regard, provision of quality of the environment is very key in enhancing learning. This paper presents results from a study that was conducted in Borabu Sub-county in Kenya to determine the implica...
2014 •
International Journal of Scientific and Research Publications (IJSRP)
Evaluation of Strategies for Enhanced Use of Socio-Cultural Activities on Quality Pre-Academic Skills in Kakamega South Sub – County, Kenya2019 •
The quality of learning environment in classroom setting is critical to effective teaching and learning process in classroom. This research paper presents the results of study conducted in West Pokot County public Early Childhood Development Education centres with regard to classroom environmental setting and provision of quality education. The study involved use of qualitative and quantitative research methodology. The target population for the research involved 365 head teachers, 682 teachers and 4 DICECE officers. Data for the research was collected through use of questionnaire, interview and researcher observation. Data collected was analysed using descriptive and inferential statistics for quantitative data and thematic content analysis for qualitative data. Research results showed that 37.1% of ECDE centres studied were not having standardised environmental setting that could facilitate provision of quality education to pupils in West Pokot County. It was found out that less than 50% of classrooms were ventilated, only 24.9% of classrooms studied were found to have enough space for easy classroom movement and 36.1% of classrooms were found to be accessible by all learners. The study recommends that there is need for ECDE teachers to work with head teachers to ensure that classrooms setting are safe, secure and conducive for teaching and learning process. On the policy front, there is need for county government to work with national government to establish appropriate standards for ideal indoor classroom environmental setting for ECDE learners.
The study focused on nature and fate in relation to early childhood day-care centres in urban cities specifically in Nairobi, Kenya. In this regard, the study sought information on nature and fate in relation to type of environment day-care centres offered to children and situations that were out of children's control such as language diversity. Mixed methods approach was employed in this study. The data collection instruments included questionnaires and an observation checklist. Target population was twenty five (25) childhood day-care centres and twenty five (25) teachers. Systematic random sampling and purposive sampling methods were used to select eight (8) day-care centres and eight (8) teachers respectively. Data from questionnaire were presented in frequencies and percentages while data from observation checklist were analyzed through coding and categorizing of information to create patterns, themes and sub-themes. Findings regarding nature revealed that there were inadequate learning facilities while findings concerning fate showed language diversity in the day-care centres which in turn impacted negatively on the child growth and development.
Mainstreaming of Early Childhood Development and Education (ECDE) in primary schools has been a policy in the Kenyan educational system. The philosophy is to induct the learner at this level into primary school environment. However, this is not without challenges. The children at this level of ECDE have not developed enough to independently function. This has led to the need to examine how they are coping. It is with this background that the researcher examined the influence of the provision of physical facilities on participation in ECDE in public primary schools in Embu County, Kenya. A total of forty-two ECDE teachers took part in the study. The main tool for data collection was a questionnaire, observation schedule, and document analysis. Quantitative method was used to analyse data using Statistical Package for Social Sciences (SPSS). Findings from the study indicated that physical facilities influenced children's participation in ECD classes. This paper focuses on proposing the need for relevant stakeholders in education to invest in physical facilities so as to increase participation in early childhood development and education.
Global Journal of Transformative Education
Implications of Outdoor Environment on Children LearningThis paper presents results from a study conducted in Borabu Sub-county in Kenya to determine the implications of outdoor environment on children’s learning experiences in public preschools. The major findings suggest that the general state of outdoor environment component was unsatisfactory. It found a positive relationship between the outdoor environment and pre-schoolers learning experiences and ability to perform loco-motor activities and rhythmic movement activities and general academic achievement. The results further indicated that all the four states of outdoor environments (the site, availability, adequacy and effectiveness) combined to explain 35.2% of the variance in the preschool overall learning experiences. The results indicated that a rich outdoor environment has a positive influence on preschool children‘s development of various social, emotional and cognitive skills. The study recommends that teachers and pupils should participate in outdoor play, and governments should enact policy guidelines to increase the availability, adequacy and effectiveness of outdoor activities. Keywords: Competency-Based Curriculum; Outdoor environment; Learning experiences
Saudi Journal of Humanities and Social Sciences
Effects of Teaching and Learning Resources in Lower Primary School Children in the Eastern Zone of Nakuru Municipality, KenyaInvestigation on Learning Activities and School Environment Factors Influencing Learning Retention in Public Pre-Schools in Belgut Sub-County, Kericho County, Kenya
Investigation on Learning Activities and School Environment Factors Influencing Learning Retention in Public Pre-Schools in Belgut Sub-County, Kericho County, Kenya2020 •
Preschool education is fundamental in providing foundation for learning. In the recent years, there has been noted decline trend nationally in the transition of learners from Early Years of Education (EYE) to primary schools in Belgut Sub-County as per 2018 published Sub-County Education Office report. This study investigated school-based factors influencing learner retention in public pre-schools. The study specifically sort out to; find out the learning activities influencing learner retention and explore the school environment influence on learner retention in public pre-schools in Belgut Sub-County. The study was anchored on Maslow theory. Descriptive research design was adopted. The study targeted 326 respondents comprising of head teachers and preschool teachers. Sample size for the study was 95 head teachers and 127 preschool teachers. Questionnaires were utilized for preschool teachers and interview schedules for Head-teachers .Observation checklists were also utilized. The study yielded both Quantitative and qualitative data which was analyzed thematically and by use of SPSS version 22. Data was presented by use of figures and tables. The study established that there is need for preschool learners to enjoy free movement rather than having them confined to one place. Further, the study revealed that the school environment is crucial for learner retention thus need for sufficient pre-schools amenities. The study is significant to stakeholders in positioning themselves to ensure that they maintain retention of learners in preschool , managers and proprietors of pre-schools in devising better approaches that enable retention of learners and Ministry of Education in crafting better policy framework that clearly stipulate the roles of all the stake holders in Early Years of Education.
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