School factors influencing implementation of early childhood development and education curriculum in Kisumu central sub-county, Kenya

Abstract

It is evidenced that most of the ECDE centers both public and private based, do not meet the National ECDE service standard guidelines due to poor curriculum implementation. This study therefore sought to investigate the school factors influencing the implementation of the Early Childhood Development and Education curriculum in Kisumu Central Sub-county, Kenya. The study objectives are: to determine the influence of teaching and learning materials in the implementation of the ECDE curriculum; to assess the influence of teacher characteristics; to establish the influence of learner characteristics and to examine the influence of instructional method. The study was conducted using descriptive survey design. The sample size of the study was comprised of 19 ECDE centers, 19 head-teachers and directors, 57 ECDE teachers, 190 ECDE learners and 4 DICECE officers. Quantitative data were analyzed using descriptive statistical analysis techniques as well as inferential statistics such as Pearson correlation. According to the findings, several factors affect proper implementation of ECDE curriculum in ECDE centers. The factors include; lack of essential teaching and learning materials in some centers such as ECDE syllabus and teachers‟ guide, inadequate provision of teaching and learning materials in ECDE centers such as pupils‟ text books/writing slates, inappropriate teaching and learning materials in the centers such as wall charts, maps and pictures. School administration, government and parents should examine various ways of ensuring provision of appropriate learning materials for ECDE centers in Kisumu Central Sub-county. There should also be programs on in-service training among the ECDE teachers to empower them in handling diversities among learners and also offer ECDE syllabus without strain. Parents should as well develop positive attitudes towards education and this has to be inculcated into their children to promote their school attendance.