Early Childhood Studies
Permanent URI for this collection
Browse
Recent Submissions
Publication Open Access The Influence of Teachers’ Coordination of Classroom Management Practices on Learners Learning Activities in Pre-Schools in Marigat Sub -County, Baringo County, Kenya(International Journal of Humanities & Social Studies, 2019-02) Cherogony, Alex Kiplagat; Cheboi, Stephen T.; Cheruiyott, BettyIn education, a school serves as a learning centre where teachers are anticipated to be in command of their classrooms so as to improve pupils’ effectual learning concerning classroom activities and presentation; however teacher’s classroom organization of learners learning activities has recently been an issue of concern to many educational stakeholders regarding early childhood development and education. The purpose of the study was to determine the teachers coordinate learners learning activities in Marigat Sub County. The study adopted descriptive survey research design. The population of the study comprised 367 pre-school teachers from196 pre-schools and 93 head teachers in Marigat Sub County while their sample size constituted 110 pre-school teachers and 27 head teachers which was 30% of the target population. The study sample was drawn from the entire population using simple random sampling technique for the teachers and purposive sampling for the head teachers. Data was collected using questionnaires for the quantitative descriptive data for the head teachers and interview guide for the qualitative data for the teachers. Instrument validity was ascertained with the help of the supervisors based on their expert opinion. The reliability of the questionnaire was done by piloting it and a reliable Cronbach coefficients Alpha of 0.73 was obtained. However, the instrument was slightly revised based on the pilot study results. The researcher personally administered the instruments to all the respondents. The quantitative data was analyzed by the use of Statistical Package for Social Science (SPSS) version 20.0 and the findings presented on frequency tables and percentages alongside the qualitative description of data from the interview guide. The major findings of the study indicated that good classroom organization by teachers corresponded with smooth learning activities among the preschool learners. The study further found out that there was laxity by the preschool teachers in delegation of his or her duties and responsibilities a classroom administrator thus affecting the pupils’ performance. Though coordination, evaluation, supervision and monitoring of pupils learning activities, the study found preschool teachers should embrace good classroom organization practices while handling preschool learners so as on improve on their intellectual performance.Publication Open Access The Influence of Teachers’ Supervision of Pupils Activities Affect Learning in Preschools in Marigat Sub County,Baringo County, Kenya(The International Journal of Humanities & Social Studies, 2019-02) Cherogony, Alex Kiplagat; Cheboi, Stephen T.; Cheruiyott, BettyIn education, a school serves as a learning centre where teachers are anticipated to be in command of their classrooms so as to improve pupils’ effectual learning concerning classroom activities and presentation; however teacher’s classroom organization of learners learning activities has recently been an issue of concern to many educational stakeholders regarding early childhood development and education. The purpose of the study was to determine the influence of teachers’ supervision of pupils activities affect learning in preschools in Marigat Sub County, Baringo County, Kenya. The study adopted descriptive survey research design. The population of the study comprised 367 pre-school teachers from 196 pre-schools and 93 head teachers in Marigat Sub County while their sample size constituted 110 pre-school teachers and 27 head teachers which was 30% of the target population. The study sample was drawn from the entire population using simple random sampling technique for the teachers and purposive sampling for the head teachers. Data was collected using questionnaires for the quantitative descriptive data for the head teachers and interview guide for the qualitative data for the teachers. Instrument validity was ascertained with the help of the supervisors based on their expert opinion. The reliability of the questionnaire was done by piloting it and a reliable Cronbach coefficients Alpha of 0.73 was obtained.However, the instrument was slightly revised based on the pilot study results. The researcher personally administered the instruments to all the respondents. The quantitative data was analyzed by the use of Statistical Package for Social Science (SPSS) and the findings presented on frequency tables and percentages alongside the qualitative description of data from the interview guide. The major findings of the study indicated that good classroom organization by teachers corresponded with smooth learning activities among the preschool learners. The study further found out that there was laxity by the preschool teachers in delegation of his or her duties and responsibilities a classroom administrator thus affecting the pupils’ performance. Though coordination, evaluation, supervision and monitoring of pupils learning activities, the study found preschool teachers should embrace good classroom organization practices while handling preschool learners so as on improve on their intellectual performancePublication Open Access Parental Involvement as a Predictor of Pre-Primary School Learners’ Acquisition of Collaborative Competencies in Ganze, Kilifi County Kenya(Journal of Education and Practice, 2023-09-30) Joyce, Kazungu Santa; Ong’ang’a, H. M. OukoThis study aimed to investigate the relationship between parental involvement and collaborative learning competencies among pre-primary school learners in Ganze, Kilifi County, Kenya. A descriptive research design was employed to gather data from parents, teachers, and learners. The researchers utilized a stratified random sampling technique to ensure a representative sample. The study reveals that parental involvement is a significant predictor of pre-primary school learners' acquisition of collaborative competencies in Ganze, Kilifi County, Kenya. The model utilized in the study explains 88.3% of the total variance in collaborative competencies, indicating a strong relationship between the dependent and independent variables. The results demonstrate that parental involvement, learners' achievement of collaborative skills, and determinants of parental involvement significantly influence collaborative competencies. Specifically, when the independent variables are held constant, parental involvement/activities contribute 27.6%, learners' achievement of collaborative skills contributes 20.2%, and determinants of parental involvement contribute 44.5% towards collaborative competencies. These findings highlight the importance of actively involving parents in supporting and promoting collaborative learning among pre-primary school learners. By recognizing and fostering parental involvement, educators and stakeholders can enhance the development of collaborative competencies in young learners, ultimately contributing to their overall educational outcomes. The study made various recommendations: To strengthen parental involvement and collaborative competencies, actively engage parents in learning activities and establish a strong partnership with educators, maintain regular communication with parents, provide resources, and offer training opportunities to support their involvement