Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
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.
Language policy emphasizes on mother tongue/first language-based education system with adequate teachers and learning resource materials. The policy of language in Kenya emphasizes on the importance of first language; teachers overlook everyday reality of its usage, and tend to be irrelevant to their needs. The objective was to establish the influence of teacher preparation mother tongue/first language usage as a medium of instruction in rural ECDE centres in Nandi County, Kenya. The study adopted the Interdependence Theory. A descriptive survey research design was used. Target population was 4 Quality Assurance and Standards Officer (QASO), 200 head teachers and 400 teachers from 200 ECDE centres in the county. The sample size was 241 respondents, these were; 4 QASOs, 79 head teachers and 158 pre-school teachers. The study used purposive sampling technique to select seventy nine head teachers and four Sub County QASOs. The study used simple random sampling technique to select 158 teachers from the sampled schools. The instruments for data collection were interviews and questionnaires. Questionnaires were administered to the pre-school teachers, while Sub County Quality assurance officers and head teachers were interviewed. The instruments were piloted in Kericho County that had similar characteristics as the study area. The reliability of research instrument was tested using Cronbanch’s Alpha coefficient. Data was analyzed using Statistical Package for Social Sciences (SPSS). The findings indicated that teacher preparedness, teacher attitude, instructional materials and medium of instruction accounted for 55.7% of classroom instruction. Classroom instruction was influenced by teacher’s preparedness. Good teacher preparation enabled them to implement the language policy effectively. The teachers lacked teaching and learning materials on vernacular languages. The study recommended that the government should support in-service training for pre-school teachers on the use of mother tongue/first language as a language of instruction; provide funds for the development and acquisition of L1 resources for teaching that ensures schools comply with the language policy.
The 2010 constitution of Kenya emphasizes on delegation of duties from national level of government to county level government.The fourth Schedule of this constitution places pre-primary education and childcare facilities under the county government. The purpose of this study was to determine the prospects and challenges facind the devolved sdevolved system of government and the provision of ECDE taking a survey in Bomet Central sub-County in Kenya. The study was guided by the following objectives: to examine the role of county government in training of ECD teachers in Bomet county; to determine the extent of county government participation in recruitment and supervision of ECD teachers in Bomet county; to investigate the level of remunaration by county government in Bomet County and to establish the status of physical facilities in ECD centers in Bomet county. The study utilized descriptive survey design. The study population comprised 143 head teachers and 183 ECD teachers from all the pre-schools in Bomet Central. Out of these a sample of 52 head teachers and 68 ECD teachers was used in data collection. The researcher used purposive and simple random sampling in the selection of population. The primary data was collected using questionnaires, and Observation Checklist. The researcher piloted the instruments among 10 head teachers and 10 ECDE teachers who were not included in the actual sample. Data was coded and analyzed both qualitatively and quantitatively. Qualitatively descriptive statistics were used and quantitatively, analysis of variance (ANOVA).The study established that the county government did not actively engage in the training of ECD teachers though they actively participated in employment of these teachers. It further established that the county government officials were not adequately equipped to handle inspection and assessment of ECDE services. It was established in the study that teachers in the county government were not paid adequate salaries. This led to high levels of demotivation and turnover of teachers. The study also established that the status of physical facilities in ECD centers in the county were not enough for all the children enrolled and were in in dilapidated state due to the fact that the county government was not involved in repairs and maintenance. Based on these findings the study recommends that county government need to partner with other players in the provision of financial support that will facilitate construction of permanent classes, provision of teaching and learning materials and other physical facilities that are required at the ECDE centers. It is the recommendation of the study that the county government should provide adequate and regular salaries for ECDE teachers. Adequate salary for the teachers will ease teachers' financial constraints and will improve work conditions at the ECDE centers for proper implementation of ECDE
A preschool teacher plays an important role in the implementation of Early Childhood Development Education (ECDE).Most importantly, the teacher serves to create the right environment for the curriculum implementation. This study sought to establish the extent to which the environment created by ECDE teachers influence the implementation of ECDE curriculum in Mathira East sub-county, Nyeri County, Kenya. The curriculum implementation theory (Gross, 1971) was adopted to guide the study. The descriptive survey design was used throughout the study. The target population was all the 41 ECDE Centres in Mathira East Sub County, 41 head teachers and 62 ECDE teachers. Simple random sampling technique was used to select a sample of 21 (50%) of public pre-schools and teachers (one from each of the sampled schools) whilethe 21 head teachers were purposively selected. Data was collected using an observation checklist and questionnaires for head teachers and teachers. Before the actual data collection, the instruments were piloted in 4 ECDE Centres. Validity of the research instruments was ascertained by ensuring that the questionnaire items conformed to the study objectives, while split halftechnique was used to find out the reliability of the research instruments and a correlation coefficient computed using spearman rank correlation at coefficient of 0.8. Quantitative data was analysed using descriptive statistics namely mean, frequencies and percentages. The findingswerepresented using tables, graphs and pie-charts. The study established that the learning environment provided by teachers was unsuitable for the implementation of the ECDE curriculum. There were inadequate outdoor play materials which greatly hindered the learners from developing holistically. Although the Teachers were found to be greatly concerned with the cleanliness of the classrooms,the condition and appropriateness of furniture was deficient as well as inappropriate for the level of learners. Similarly, outdoor play equipment was grossly inadequate and at sometimes totally compromising curriculum implementation in ECDE Centres. The findings of this study may help head teachers, teachers, the Ministry of Education and other policy makers in understanding the influence of the learning environment on ECDE curriculum implementation.
Play in Early Childhood Education is paramount in all aspects of growth and development in young children. Play based learning has both developmental and educational benefits. Many children exhibit increased learning difficulties, inability to solve simple problems associated with socialization and control of emotions, many cases of truancy, and aggressive behavior, compounded with total lack of interest towards learning and as a result the study sought to investigate factors influencing instructional practices on play-based activities in Preschool Curriculum Implementation in Homabay County. The study was guided by social constructivism theory lev vygosky (1934) employed concurrent triangulation research design. The study targeted 1257 Preschool teachers, 908 key informants (lead teachers) and 8 Sub-county directors. The sample size for both preschool teachers and lead teachers was 297 and 48 respectively. Both Proportionate sampling and Systematic Simple random technique were used to get the actual sample. Purposive sampling technique was used to select the lead teachers and Sub-county directors. Data collection tools were questionnaire, interview schedule, and Focus Group Discussion. Data was analyzed using descriptive and inferential statistics using Statistical Package for Social Science version 24. The results of the study showed that most of the teachers always used child centred rather than teacher centred approach in play-based activities, 169 (83.7%) of them always allowed learners to explore and discover on their own through play-based activities. On the contrary, the findings of the study established that some preschool teachers used instructional practices that had adverse effect on play-based activities in preschool curriculum. There was statistically significant plausible (n=202; r =.568; p<.05), positive influence of instructional practices on play-based activities on preschool curriculum implementation. It was also a significant predicator [F (1, 200) = 95.299, p < .05] to curriculum implementation and it accounted for 32.3% (R 2 =.323) of the variation
In Kenya, the County governments, through the county education boards are tasked with the responsibility of overseeing the operation and management of Pre-primary education programs. Despite the growing importance of Early Childhood Education programme, there is lack of schemes of service for ECDE teachers, low and irregular remuneration of pre-school teachers thus adversely affecting the morale of these teachers. Teacher qualification is instrumental for quality learning, not only in pre-primary education but also in other levels. The study sought to examine the level of expertise of the staff implementing the policy on the management of public ECDE centers in Elgeyo-Marakwet County. This study adopted a descriptive survey research design and anchored on systems theory. The target population for this study comprised ECDE officials, all the head-teachers and teachers in all the public ECDE’s in Elgeyo-Marakwet County. The study used stratified sampling to stratify Elgeyo- Marakwet County into sub-counties that form 155 ECDE schools from Keiyo North, 144 ECDE schools from Keiyo south, 118 ECDE schools from Marakwet East and 156 ECDE schools from Marakwet West. Simple random sampling was used to select the respondents for the study from the strata. Thus, 344 ECDE teachers and 172 head teachers participated in the study. The 5 ECDE officials were purposely included in the study sample. Data collection was done using a combination of sets of questionnaire, interview guides and checklists. Data was analysed using descriptive and inferential statistics. Chi-square test was used to find the relationship between the variables investigated. Data was presented using tables. The study established that majority of ECDE teachers had attained diploma qualification with a few who had attained master’s degree. Majority (67.4%) of the respondents said that there was no implementation policy on level of expertise in the policy. Similarly, the study established that there existed a relationship between the level of expertise of the staff in implementing policies and the management of public ECDE centers in Elgeyo-Marakwet County government(χ2=762.066, df=45 and sig=0.001). The study recommends on the need for individual and collective efforts on the part of teachers to keep themselves abreast of any new development regarding pedagogy and any relevant aspects of teaching and learning so as to remain relevant in their career. This can be done by way of professional development through in servicing.
The purpose of this study was to examine the influence of the county government on service provision in Early Childhood development Education Centres in Elgeyo Marakwet County: Keiyo South Sub-County Kenya. To achieve this study sought to establish the extent to which devolution has enhanced availability of instructional materials in ECDE centres and to examine the influence of devolved government on infrastructural development. The study used an exploratory descriptive survey design. The entire Sub-County has 136 public ECDE centers thus the population comprised of 1 DICECE Program Officer, 136 head teachers and 408 ECDE teachers. The sample size population was 151respondents. The sample size comprised of 1 DICECE Program Officer, 14 Head teachers, and 136 ECDE1 parent representatives. Data was collected using questionnaires and analyzed using both descriptive and inferential statistical method. Data collected was both quantitative and qualitative. Descriptive statistics was used to analyze the quantitative data obtained. Qualitative data was analyzed by arranging the responses thematically in line with the objectives of the study. Based on the study findings it was noted that sub-county government of Keiyo South has not provided adequate instructional material, though the Sub-county government has provided funds which have been used in classroom construction of ECDE centres, however little has been done in providing teachers with teaching materials as well as equipping and developing new libraries. It was also noted that the Sub-county has not provided enough funds to procure text books and outdoor play materials in the centres. Based on the findings it was recommended that the county government and TSC should provide proper housing, providing medical allowances and ensure that the school working conditions is safe. There is also need for all stakeholders to contribute financially and materially in the provision of instructional materials and resources as well as infrastructural development in Keiyo Sub-County. Based on the results of the study it is suggested that a comparative study be done between the role of the central government and the county government on provision of service in ECDE centres.
The purpose of this study was to examine the influence of the county government on service provision in Early Childhood development Education Centres in Elgeyo Marakwet County: Keiyo South Sub-County Kenya. To achieve this study sought to establish the extent to which devolution has enhanced availability of instructional materials in ECDE centres and to examine the influence of devolved government on infrastructural development. The study used an exploratory descriptive survey design. The entire Sub-County has 136 public ECDE centers thus the population comprised of 1 DICECE Program Officer, 136 head teachers and 408 ECDE teachers. The sample size population was 151respondents. The sample size comprised of 1 DICECE Program Officer, 14 Head teachers, and 136 ECDE1 parent representatives. Data was collected using questionnaires and analyzed using both descriptive and inferential statistical method. Data collected was both quantitative and qualitative. Descriptive statistics was used to analyze the quantitative data obtained. Qualitative data was analyzed by arranging the responses thematically in line with the objectives of the study. Based on the study findings it was noted that sub-county government of Keiyo South has not provided adequate instructional material, though the Sub-county government has provided funds which have been used in classroom construction of ECDE centres, however little has been done in providing teachers with teaching materials as well as equipping and developing new libraries. It was also noted that the Sub-county has not provided enough funds to procure text books and outdoor play materials in the centres. Based on the findings it was recommended that the county government and TSC should provide proper housing, providing medical allowances and ensure that the school working conditions is safe. There is also need for all stakeholders to contribute financially and materially in the provision of instructional materials and resources as well as infrastructural development in Keiyo Sub-County. Based on the results of the study it is suggested that a comparative study be done between the role of the central government and the county government on provision of service in ECDE centres.
Early childhood education is the basis upon which all levels of education are anchored. The main purpose of this study was to assess co-ordination as a management strategy and its effects on efficacies in the administration of finances in public ECDE centers in Uasin-Gishu County, Kenya. The study adopted a descriptive survey research design. The sample size was based on Krejcie and Morgan formula. Schools were stratified to their quotas. Furthermore, 224 ECDE teachers, 55 headteachers, 55 SMC chairpersons, 1 QASO, 1 County chief education officer and 1 County auditor were sampled using stratified, simple random sampling and purposive sampling techniques. Data was collected using interviews and questionnaires. The instruments were piloted in Nandi County and Cronbach Alpha coefficient was used to test the reliability of the instruments. Data was analyzed using frequencies, percentages, and Pearson Correlation Coefficient analysis. This study found out that Infrastructural development funds for ECDE schools in the county were mainly from the County government and parents. In addition, the study found a significant correlation between coordination strategies and financial management efficacies. The study recommends that there is need for ECDE management committee to: plan for resources early enough before spending to curb waste. It is hoped that the findings will be of great significance to policy makers on understanding the best strategies which if implemented will promote efficacies in the administration of ECDE funds.
Re-Orienting Teacher Training Curriculum to Reflect Aspirations of Vision 2030, the 2010 Constitution and Competency Based Curriculum in Kenya for Sustainable Development
Re-Orienting Teacher Training Curriculum to Reflect Aspirations of Vision 2030, the 2010 Constitution and Competency Based Curriculum in Kenya for Sustainable Development2019 •
Worldwide Journal of Multi-disciplinary Studies
Education Policies and its Impact on Education Implementation2017 •
2014 •