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Teaching and Learning Resources refer to the materials that the classroom teacher uses to help the learners to acquire and understand knowledge, concepts, skills and attitudes that he/she introduces during his/her lesson. Teaching and learning resources include but are not limited to structural facilities like properly ventilated classrooms, furniture, kitchen, safe clean water, playground, toilets, and play grounds. Teaching and learning resources entail also instructional materials including text books (course books and supplementary books), charts, wall maps, picture books, flash cards, and real objects(realia), to name but a few. The general aim of this study was to examine the influence of the teaching and learning resources on the integration on the national goals of education in Early Childhood Development and Education (ECDE). Since this objective was about the relationship between the teaching/learning resources and the integration of the national goals of education, the researcher used the Spearman’s Correlation Coefficient to determine whether there was a relationship between the teaching and learning resources and the integration of the national goals of education in Early Childhood Development and Education, and the strength of the relationship if it existed. The N=158 including 28 head teachers and 130 preschool teachers. The n=66 including 14 head teachers and 52 preschool teachers. The head teachers were interviewed following the guide with the following questions in the interview guide: What is the influence of the teaching and learning resources on the integration of the national goals of education? The head teachers interviewed indicated that the correlation coefficient between the teaching and learning resources and the integration of the national goals of education rates at 0.85. This shows that there is a very strong positive (relationship) correlation between teaching and learning resources and the integration of the national goals of education. The preschool teachers responded to questions in the questionnaires. (a) The closed questions required the respondents to indicate the extent to which they agreed/disagreed on the statements given on a scale of 5-1. (b) The open ended questions required the respondents to state, on their opinion how teaching and learning resources influenced the integration of the national goals of education in Early Childhood Development and Education. The respondents indicated that the teaching and learning resources’ prevalence presented a very strong positive correlation between the teaching and learning resources and the integration of the national goals of education in Early Childhood Development and Education, which is statistically significant (p<0.05). The study established that teaching and learning resources influence effective implementation of Early Childhood Development and Education programmes in preschools. A unit increase of the teaching and learning resources would lead to an increase in effective Early Childhood Development and Education by a factor of 0.702. This study recommends that Early Childhood Development and Education centers should be provided with the age appropriate, relevant, and adequate teaching and learning resources. These resources will go a long way in enhancing effective curriculum content delivery as they create a conducive learner friendly environment fully equipped with structural and instructional resources that learners can freely, actively, interestingly, variably, and creatively manipulate to generate, create and acquire knowledge, concepts, skills, and attitudes with minimal teacher guidance.
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.
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 Classroom Environmental Characteristics On Play-Based Activities in PreSchool Curriculum Implementation in Homabay County. The study 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 27 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, Focus Group Discussion and observation checklist. Data was analyzed using descriptive and inferential statistics using Statistical Package for Social Science version 24. The study established a fairly conducive (mean=3.78; SD=0.74) classroom environmental characteristics in preschool centres in Homabay County. Safety of the learners during play-based activities received the highest rating (mean=4.65; standard deviation=0.60). The study concluded that preschool teachers appreciate the integration of play-based activities in preschool teaching/learning.
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.
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.
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 untrained early childhood development education (ECDE) teacher tends to escape from children's problems instead of dealing with them. They do not know how to deal with different age groups since they do not know what tasks to give which group of children. The type of training enables a teacher to escape the constraints of a curriculum. Once this issue can be established, preferably by research, it will ease the inconsistencies in the ECDE teacher training in Kenya. The purpose of this study was to establish teacher factors that influence the choice of teaching methods used by ECDE teachers in Keiyo South District. This study was guided by the Learning Styles theory by McCarthy (1980) and adopted a descriptive survey design. The study targeted 126 public ECDE centres, 252 ECDE teachers and 126 ECDE head teachers in the public EDCE centres in the district. Simple random sampling technique was used to select 38 public ECDE centres. The study used the questionnaire, interview schedule and observation checklist to collect data. Data was analyzed using descriptive and inferential statistics and presented using frequencies and percentages. The availability of teaching /learning materials, age of the ECDE child, mastery of content and teacher's experience influenced the choice of teaching method. Others such as teacher motivation, number of children and the school locality also tend to influence the choice of the teaching method. It was also established that there was a relationship between the factors and choice of teaching method. A teacher should embrace the use of a variety of teaching methods; they should appropriately choose the teaching methods in consideration of the learners' needs.
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.
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