A thesis on determinants of early learning in Public Pre- Schools in Waitaluk Zone, Kiminini Sub-County, Trans- Nzoia County, Kenya

Abstract

The Early Childhood learning is an important system not only in Kenya, but also in other countries of the world. Early Childhood learning was emphasized at the world conference on Education for All in Jomtien, Thailand as being the foundation for the life of a child. A child receives a good start in life through the promotion of quality care, nurturing and safe environment. The purpose of the study was to examine the determinants of early learning among children in public pre-schools in Waitaluk Zone, Kiminini Sub-County.The objectives of the research were: to investigate the learning environment, the level of utilization of learning/teaching resources, classroom organization, and the influence of feeding program on learning in public pre-schools in Waitaluk Zone, in Kiminini Sub- County, Trans-Nzoia County. The study was anchored on the Piagets Theory of Cognitive development, which argues that mental constructs are developed by children through real experiences with the environment and supported by Maria Montessori, Dewey and Froebel who propounded that education should be child-centered active and interactive. The target population comprised 118 Pre-school teachers 54 primary school head teachers and 1 Pre-school director a total of 173 respondents .The study respondents comprised 35 Pre-school teachers,16 primary school head teachers and one Pre-school program Director .Simple random sampling techniques and purposive sampling were used in drawing a study sample size of 52.The research tools used for data collection were questionnaires, interviews and observations. Descriptive and inferential statistics were used to analyze the quantitative and qualitative data after organization and theme categorized using both narrative and discourse techniques. Statuses of classrooms, feeding program, teaching and learning resources and classroom organization were collected using observation checklists. Mixed method research was adopted because it permitted the collection of data. The findings revealed that quite a number of the pre- school, centers were connected to electricity -not linked to the main power, had access to safe and clean water, has toilets but not in good conditions and adequate playgrounds. Most pre-school teachers stated that classroom population of learners was increasing and the numbers were unmanageable and classrooms were also small in size. Majority of teachers indicated that the extent to which school-feeding programs influenced: retention, nutritional status and enrolment rates of learners was great. Results from the observation checklist, suggested that averagely there was inadequacy of teaching and learning resources as well as their utilization. Responses from school heads and Pre-school Program director showed that some of the classrooms were still under construction; they had no door and window shutters. The study concluded that for learning to take place effectively the learner should be provided with a conducive, safe with a variety and appropriate learning materials in the learning environment, appropriate physical facilities and nutritious diet The study recommended that County Governments should consider repairing and constructing enough physical facilities, supply teaching/learning resources, enhance supervision and support school feeding programs.