Childhood education is crucial in the life of a child because it lays the foundation of intellectual and physical development. The government policies and research theories emphasizes plenty of instructional resources that are well sourced, managed, selected and used for the purpose of quality ECDE Curriculum implementation. The purpose of this study was geared towards the analysis of the teacher’s preparedness, attitudes and use of the instructional resources in ECDE centers in Kenya. The research was based on the theory of curriculum innovations. The study adopted a descriptive survey design and was carried out in Bomet Municipality Zone, Bomet County. Simple random and stratified sampling techniques were used to select respondents who comprised of a target population of 84 head teachers and 180 pre-school teachers to get the sample size of 25 head teachers and 54 pre-school teachers from the selected ECDE centers. Data was collected using questionnaires, observation checklists and an interview schedule. The instruments for data collection were piloted to validate the tools and determine their reliability. Data was analyzed using descriptive statistics, this included frequencies and percentages. Data was presented in the form of graphs, charts, and tables. The study provides useful information for the education policy makers to produce relevant learning resources and course books for the ECDE teachers. The Government of Kenya (GoK) can use the findings to consider funding the pre-school education and improve teacher preparedness and attitudes towards the use of instructional resources. Teachers can use the findings to adjust and improve their teaching methodologies in the use of instructional resources. The major findings of the study showed that teachers were prepared in the use of IR; however, the status of the available materials in the centers was either inadequate, obsolete, dilapidated or unsuitable for use.

The purpose of this study was to investigate perceptions of pre-school teachers of the influence of selected instructional factors on pupils’ acquisition of competency skills in public pre-school centres in Keiyo South Sub County in Elgeyo-Marakwet County. The research design used by this study was descriptive survey involving 144 pre-school teachers. A sample size of 93 pre-school teachers was selected to participate in the research using proportionate stratified random sampling method. The study utilised questionnaire to collect information from teachers. Data was analysed using descriptive statistics (percentages, frequencies, means and standard deviation). It was found out that low teacher: pupil ratio was mentioned to influence acquisition of competency by pre-school learners. Pre-school pupils also found teacher workload to influence learners’ acquisition of competencies. The study concludes that teacher level of training, workload and teacher pupil ratio influenced learners’ acquisition of competencies in public pre-school centres. The study recommends that more classrooms to be constructed to address high number of pupils, pre-school centres need to hire support staff and qualified pre-school teachers to address the shortage that currently exists in those schools.

The 2013 curriculum has been implemented starting from academic year 2013/2014 until now. In its implementation, the government has made various efforts to socialise the 2013 curriculum thoroughly, but with short preparations and learning instruments that are still in the perfection stage, it makes the low readiness of teachers. In fact, there are still many teachers who have difficulty in making and implementing curriculum learning instruments in 2013. Based on this case, this research is conducted to analyse the understanding of elementary school teachers toward the instrument of learning 2013 curriculum at SDN Sumbersari 1, Jember regency. The research method used is qualitative descriptive and the data collections are interviews, questionnaire, and observation. By the research which has been done, it can be indicated the teachers of SDN Sumbersari 1 find difficulty, especially in preparing lesson plan components, instruments of effective assessment and student’s performance in ...

The purpose of this study was geared towards the analysis of the teacher’s preparedness and their attitudes towards the selection and use of the instructional resources in ECDE centers in Kericho County, Kenya. The research was based on the ideas and concepts of curriculum theorists; Gross et al. (1971), Tyler (1949), Fullan (1982) and Shiundu and Omulando (1992). A conceptual framework showing the relationship between the independent and dependent variables was also conceptualized. The study adopted a descriptive survey design and utilized a mixed methods methodology and was carried out in Kericho Municipality Zone, Kericho County. Simple random and stratified sampling techniques were used to select respondents who comprised of a target population of 84 head teachers and 180 pre-school teachers to get the sample size of 25 head teachers and 54 pre-school teachers from the selected ECDE centers. Data was collected using questionnaires, observation checklists and an interview schedul...

The research was carried out in eight private teacher training colleges in Western Province in Kenya. The study sample was selected through simple random and purposive sampling techniques. The sample comprised of eight college principals, 43 tutors and 416 second year teacher trainees. Pilot testing of the research instruments to establish how the sampled population would respond to the question items contained in the research instrument was very useful. Data was collected through questionnaires and observation checklists. The SPSS computer package was utilized in the analysis of descriptive statistics such as frequencies and percentages. The research findings were presented the results in form of frequency tables and pie-charts. The research established that the rapid emergence of private primary teacher training colleges had a negative impact on quality of teacher preparation. These institutions were faced with challenges such as; lack of adequate facilities like libraries and ina...

This study sought to find out the determinants of pre-primary school teachers’ use of instructional resources in teaching science and mathematics activities. Its effects in learning achievement which has led to poor performance in science and mathematics activities the current study sought to establish the extent of teachers’ use of instructional resources in teaching pre-primary science and mathematics activities in Athi-River Sub County of Machakos County, Kenya.The study also found out the influence of teachers’ training level, gender, attitude and motivation on the use of instructional resources in teaching science and mathematics in pre-primary schools. This study employed Bruner’s learning theory (1966), which was on the determinants of pre-primary teachers’ use of instructional resource. The study targeted 40 pre-primary head teachers, 600 pre-primary teachers and 1800 pre-primary children in Athi-River Sub-County, Machakos County. Athi-River Sub-County was sub-divi...

Abstract It is important that meaningful educational experiences are offered to children during the early years to ensure high quality teaching and learning. The fundamental elements of quality preschool teaching and learning practice include the effective use of instructional materials. However, these materials are grossly inadequate in Nigerian preschools, thereby underscoring the need for their production and improvisation. This study, therefore, focuses on the production and utilization of instructional materials in early childhood education. The descriptive survey research design was adopted. Stratified and random sampling techniques were used to select the sample of 101 preschool teachers involved in the study from Odeda Local Government Area of Ogun State. One self-designed questionnaire was used for data collection whose Cronbach Alpha coefficient was 0.70. Simple percentages and means were used in answering the research questions, while t- and Kruskal-Wallis tests were used at 0.05 level of significance to test the hypotheses that guided the study. It was found that teachers had an average perception of the importance and use of instructional materials but did not always produce or use instructional materials for teaching, while some could only improvise a few. Recommendations were made based on these findings.

This study attempted to find out the problems faced by the preschool teachers when making and using teaching aids in the process of teaching and learning, and to identify their perception on using teaching aids. The study employed quantitative method of research. The sample of this study comprised of 60 Sinhala medium preschool teachers and 40 English medium teachers who have registered in the Diploma in Early Childhood & Primary Education programme in the Colombo regional center, at OUSL. The study employed the survey research design. A questionnaire was adopted to collect data. The data were analyzed using simple quantitative statistical methods. The study revealed that the teacher have precise perception of teaching aids and its functions. However they face problems such as lack of time for making teaching aids for each lesson, lack of training on using electronic teaching aids, lack of knowledge on relating teaching aids to the lesson in the teaching learning process. Thus, the study recommends enhancing more emphasis by providing awareness, knowledge on using teaching aids effectively among preschool teachers.

The role of headteachers in the management of teaching and learning materials although widely studied has not been explored in regard to its influence on learners’ performance in public pre-primary Schools. The purpose of this study is to determine the influence of monitoring allocation of teaching and learning materials by Headteachers on learners performance in activity areas. Convergent Mixed Method design was used as it enabled the researcher to handle both qualitative and quantitative data that was collected. The target population comprised of 735 pre-primary schools, 735 Headteachers, 1470 preschool teachers, 30 ECD Coordinators, and 6 Quality Assurance Standards Officers. The sample size included 85 pre-primary schools, 85 head teachers, 85 pre-primary teachers from public pre-primary schools, 6 Quality Assurance and Standards Officers and 9 ECD Coordinators. Purposive sampling was used in the selection of headteachers, while the sample for teachers, ECD Coordinators, and Qua...