scholarly journals Influence and Challenges of Teaching and Learning Resources on Children Creative Development Facing ECDE Programs in Nakuru East, Nakuru County, Kenya

2021 ◽  
pp. 14-23
Author(s):  
Peter Mbugua ◽  
Edward K. Tanui ◽  
Stella C. Kirui ◽  
Ann Maina
Keyword(s):  
Teaching And Learning ◽  
Early Childhood Development ◽  
Survey Design ◽  
Musical Instruments ◽  
Childhood Development ◽  
Learning Resources ◽  
Development Education ◽  
Teaching Resources ◽  
Reading Materials ◽  
Play Materials

Early Childhood Development Education (ECDE) which is the education for young children up to age of eight requires the effort of all stakeholders to provide kids from childhood through primary school age with embedded growth. This study thus, aimed at identifying how learners’ creativity is hindered by the availability of learning resources and the challenges facing the ECDE programs towards creativity development in children in Nakuru East Sub-County, Kenya. The study employed descriptive research survey design. The population of the study consisted of teachers of public ECDE centers in Nakuru East Sub-County. Data was analyzed for descriptive statistics and cross tabulation of data. The results were then presented in the form of tables. Majority of the respondents indicated that they lacked musical instruments (92.2 percent), display charts (74.4percent), play materials (79.5 percent), while 69.2 percent accepted that they had drawing materials, and also 74.4 percent had reading materials. It was also clear that, creative learners were too fast for the other normal learners which posed a challenge to the teachers on which speed to use in their teaching. These findings implied that most schools (over 75 percent) in the East Sub-County lacked musical instruments, displayed charts, reading materials and play materials which were key teaching resources which would enable the teachers enhance creativity in their learners.

scholarly journals Teacher Preparedness in the Implementation of Early Childhood Development Education in Kericho County, Kenya

2020 ◽  
Vol 1 (1) ◽  
pp. p1
Author(s):  
Joshua Manduku ◽  
Reginah Cherop ◽  
Zipporah Muia
Keyword(s):  
Early Childhood Development ◽  
Survey Design ◽  
Target Population ◽  
Childhood Development ◽  
Teacher Preparedness ◽  
School Teachers ◽  
Development Education ◽  
Instructional Resources ◽  
Head Teachers ◽  
The Government

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 schedule. The instruments for data collection were piloted in the neighboring Belgut Zone to validate the tools and determine their reliability. Data was analyzed using descriptive and inferential statistics, this included frequencies and percentages and the hypotheses were tested using Chi-Square test of association. 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 improve on their preparedness and attitudes towards the selection and use of instructional resources. The major findings of the study showed that teachers were prepared, and had a positive attitude towards the selection and use of Instructional Resources. However, the status of the available materials in the centers were either inadequate, obsolete, dilapidated or unsuitable for use.

Application and Empirical Study of Educational Informationization

2021 ◽  
Vol 8 (S1) ◽  
pp. 5
Author(s):  
Fei Gao
Keyword(s):  
Local Governments ◽  
Teaching And Learning ◽  
Practical Experience ◽  
Teaching Staff ◽  
Development Education ◽  
Education Development ◽  
Teaching Resources ◽  
Local Conditions ◽  
Balanced Development ◽  
Information And Communication

With the steady development and growth of economic society, remarkable achievements have been made in the construction and application of teaching resources, the establishment, and development of teaching staff, the innovation of the teaching and learning model, and the in-depth application of information and communication technology. In particular, is the thriving education undertaking? At the time local governments accelerating economic and social development, education is always the priority. They took education informatization as an essential solution to improve education development, promoting education informatization. This article takes Chengchuan Elementary School as an example, introduced the balanced development of urban and rural education and the cooperation with universities, and summarized its practical experience in applying education informatization under local conditions.

scholarly journals Conditions for Implementation of the Science Curriculum in Early Childhood Development and Education Centres in Kenya

2008 ◽  
Vol 9 (4) ◽  
pp. 389-399 ◽  
Author(s):  
Milimu Gladys Shaji ◽  
Francis C. Indoshi
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Materials Science ◽  
Early Childhood Development ◽  
Science Curriculum ◽  
Negative Influence ◽  
Attitude Scale ◽  
Childhood Development ◽  
Classroom Science ◽  
Science Activities

Cognitive development and teaching have highlighted the importance of learning based on the relationship among individuals and the learning environment. Teaching and learning of science in early childhood development and education (ECDE) can only be effective if adequate facilities, materials, equipment and activities are put in place. Teaching of science in ECDE centres in Kenya is faced with numerous challenges, hence the negative influence on children's learning of the subject. This raised the question of whether we have appropriate conditions for implementation of the science curriculum in ECDE centres. This study investigated conditions for implementation of science in 115 ECDE centres managed by 230 teachers in Kakamega Municipality, Kenya. It used the ECDE facilities checklist, the ECDE classroom science materials/equipment checklist, the ECDE classroom science activities checklist, and the ECDE teacher classroom science questionnaire to analyse the availability of science materials, equipment, class size and activities for ECDE children in the classroom. Each teacher was videotaped for two consecutive days during science activities. Their attitude towards science curriculum was measured by the use of an attitude scale. The findings of the study indicated that three-quarters of the ECDE centres had appropriate general facilities. However, a majority (91.2%) of ECDE centres lacked adequate and quality classroom science materials/equipment. The activities that the ECDE teachers engaged in were mostly unrelated to science activities (85.7%), even though they had a favourable attitude towards the science curriculum. This study is significant because the resulting findings will influence practice in early childhood education by informing policy makers on prevailing conditions for implementation of the science curriculum. On the theoretical side, the findings will contribute to the development of teaching and learning science materials, science equipment and a children's science curriculum tool kit.

scholarly journals Strategies for the implementation of mathematics in Grade R: Teachers’ beliefs and practices

2016 ◽  
Vol 6 (1) ◽  
pp. 8 ◽  
Author(s):  
Elna Barnard ◽  
Martin Braund
Keyword(s):  
Teaching And Learning ◽  
Performance Monitoring ◽  
Early Childhood Development ◽  
Mathematics Curriculum ◽  
Mathematics Learning ◽  
Monitoring And Evaluation ◽  
Childhood Development ◽  
Teaching Mathematics ◽  
Intended Curriculum ◽  
Beliefs About Teaching

<p>Concerns have been expressed about the quality of teaching and learning in Grade R (reception) classrooms in South Africa. In mathematics, learning outcomes are said to be particularly limited, especially in poorer provinces of the country (Department of Performance, Monitoring and Evaluation [DPME] 2012). The study reported in this article explored the perceptions and beliefs on teaching mathematics in Grade R, compared with actual classroom practices, of selected teachers in a range of schools and Early Childhood Development Centres in the Eastern Cape. Sixteen teachers took part in focus group meetings, and outcomes were analysed according to Northcutt and McCoy’s ‘Interactive Qualitative Analysis’ method (2004). Themes emerging from analysis were used to construct interview questions and guide observations of Grade R mathematics teaching for nine selected teachers. Findings show that teachers from different contexts have similar perceptions and beliefs about teaching mathematics in grade R but that often their observed practices do not match how they perceive and value Grade R teaching. In the analysis of lesson videos, we identify a number of ‘silent themes’ revealing teachers’ true actions, enabling us to comment on development and training needed to reach the goals of the intended mathematics curriculum for Grade R.</p><p><strong>Keywords: </strong>Grade R Mathematics; play; developmentally appropriate; intended curriculum; enacted curriculum</p>

scholarly journals African indigenous care-giving practices: Stimulating early childhood development and education in Kenya

2016 ◽  
Vol 6 (2) ◽  
pp. 7 ◽  
Author(s):  
Pamela Wadende ◽  
Paul O. Oburu ◽  
Abel Morara
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Early Childhood Development ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Childhood Development ◽  
Formal Schooling ◽  
Motivational Systems ◽  
Stage Of Development ◽  
Care Giving

The indigenous communities in Africa, specifically Kenya, which is the focus of this article, had their own well-developed motivational systems that positively enhanced teaching and learning programmes in the community. These motivational systems were manifested in behaviours that were presented as sequential cultural tasks that demanded active engagement from children at every stage of development. The philosophical tenets of African indigenous education underscored education as preparation for life. This was a culturally based education that addressed the physical, emotional, mental and social aspects of a child’s successful development. It offered the child an opportunity to participate in practical, productive and responsible livelihood activities. This article suggests that a concert of research into these indigenous motivational care-giving practices and community participation in the activities of early childhood education may offer important insights into transitioning children from life in the home environment to that of the school and its accompanying academic tasks. When these motivational care-giving practices are incorporated in the process of transitioning children to formal schooling, then their chances of success in these new educational programmes could be enhanced.

scholarly journals Music-inspired free play to foster scientific exploration in early childhood

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Mignon Van Vreden
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Early Childhood Development ◽  
Free Play ◽  
Educational Process ◽  
Early Years ◽  
Childhood Development ◽  
North West ◽  
Scientific Exploration

Background: The importance of music and play in early childhood development is widely acknowledged. However, no recent studies have investigated the potential of music-inspired free play to foster scientific exploration. Aim: The purpose of this qualitative case study is to explain the rationale in utilising musical skills, knowledge and experiences during free play to foster scientific exploration, applying a constructivist approach with the learner placed at the centre of the educational process, while the teacher acts as observer and facilitator. Setting: Data were primarily collected through documents to create a concept map that informed observations of preschoolers during free play at two day-care centres in Mohadin in the North-West Province of South Africa. Methods: An explanatory case study provided the context for this study and a document analysis informed the findings. Results: Through data analysis, key themes were identified from the literature and observations to generate a conceptual model that illustrates the influence of music-inspired free play to foster scientific exploration by stimulating creativity and emphasising the necessity of free play in preschool settings. Conclusion: The conclusion of this investigation was a better understanding of the capacity of young learners to apply scientific exploration, utilising a transdisciplinary approach for teaching and learning the sciences in the early years to develop a better understanding of their world through music-inspired free play.

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