An assessment of the influence of teacher input on the literacy development in English: a case study of Musa Gitau pre school in Kikuyu district

Abstract

This study assessed the impact of teacher input on the performance of preschoolers in their literacy skills learning. The study sought to explain the aspects of teacher input that contributed towards the enhanced performance of learner's literary skills. In this regard the study examined teacher effort, teacher time, teacher feedback and teacher characteristics as elements of teacher input that impact on literacy learning in preschool.

The study then examines related literature to capture studies and issues related to the topic. This review also identifies the cognitive learning theory and the social construction theory to inform the study. This study carried out a descriptive analysis of data. Data was collected through self administered questionnaires, observation and interviews.

The study finds that indeed teacher input has significant impact on the performance of preschoolers in their literacy skills learning. The study finds that teachers expend a lot of energy in preparation and interventions that help the learners achieve more in literacy. Moreover, the study finds that teacher feedback motivates the learners to achieve higher competence hence enhancing learner performance in literacy. The study recommends more in-service training for preschool teachers to hom their teaching skills and to provide a platform for sharing best practices in literacy skills learning at preschool.