Education & Child Development

Implementation of Child-Related Policies in Schooling

Wanjohi Githinji (Ph.D) — Tue, 05 Jul 2022 00:00:00 +0000

Early childhood programmes are guided by policies. Policies are designed to help maximize the benefits for children during early childhood development. They are guidelines on how children should or should not be treated so as to safeguard and promote child rights and ensure provision for their needs. Appropriate policies in early childhood development potentially provide the children with a head-start and good foundation for social and educational progress. However, it has been observed that not all policies in early childhood are implemented as stipulated in the guidelines. This endangers not only the child but a whole future society. In Kenya there are a variety of policies related to services to children – educational policies, language policies, adoption policies, transport policies and policy on punishment, among others. This study sought to evaluate the status of implementation of selected child-related policies in schooling. The study was carried out among pre-primary and lower primary schools in Nyeri County, Kenya. A 14% sample which comprised 67 schools out of 480 was selected. Both stratified and random sampling methods were employed. Data was collected through observations, questionnaires and interviews. Cross-validation was done through triangulation process. CAQDAS was employed in qualitative data analysis to produce themes and trends. The findings show that majority of schools were aware and had the requisite resources and capacity to implement the policies governing early childhood programmes. However they were not strictly adhering to policies on child care and protection. It can be observed that less than 50% (250) of schools were adhering to specific legal requirements. There was a significant variation in policy implementation across private and public schools. Each category of schools was culpable in violating specific policies. Violation of policies posed a threat to children’s welfare. It is recommended that policy enforcement be strengthened to curb malpractices by some of the schools.

Challenges Facing Early Childhood Teachers and Possible Solutions

Elizabeth Ngumbi, (Ph.D) — Tue, 05 Jul 2022 00:00:00 +0000

Despite the growing importance of Early Childhood Education (ECE), there are a number of challenges that have continued to pull down its effective implementation. This article outlines a number of challenges that face ECD teachers and possible solutions. Early Childhood teachers are very important in giving the upcoming generation a good start in the world of learning. This paper will explore some of the challenges ECD teachers are facing in their day to day life in an ECD center including: low pay/ poor salaries, poor relationship between teachers, children and parents, lack of great teaching skills and financial constraints. In addition, inadequate teaching and learning resources. COVID-19 and high teacher-child ratio. On the other hand, the paper will highlight possible solutions in ECD education including and not limited to investing in ECD education by: the government, stakeholders and development partnerships and the private sector. There is need to focus on improved ECD teacher training and valuing ECD teachers. Lastly, the paper advocates for strong human relationships, the establishment of ECD centers in every locality and encouraging play learning.

ECE in Kenya: Opportunities for enhancement in the different environments

Michael Karanja, (Ph.D) — Tue, 05 Jul 2022 00:00:00 +0000

This paper discusses the situation of Early Childhood Education and Development in Kenya, analyzing the newly introduced competency based curriculum (CBC) and its likely benefits history of ECE provision. The challenges facing provision of ECD services in different contexts including informal urban settlements and pastoral areas, as well as the emerging practices such as testing and examinations, child nutrition, teacher remuneration and high cost of ECE to families. It ends by providing local empirical evidence on benefits of ECE on school readiness

Art-Based Intervention in Determining the Quality of Life of Children with Autism and Their Parents in the Context of Educational Services in Kenya

Vincent O. Macmbinji, Priscilla N. Gachigi — Fri, 18 Feb 2022 00:00:00 +0000

This article's major goal is to describe art-based interventions in the context of educational services in order to improve the Quality of Life (QoL) of children with autism (CWA) and their parents. A complete electronic database search was conducted for the article, which focuses on art-based intervention and the Quality of Life (QoL) of children with autism (CWA) and their parents. The systematic literature review of studies was be based on a) studies that incorporate various art-based interventions used to teach CWA. b) research that looks at the impact of an art-based intervention on CWAs' quality of life. Five papers were assessed because they met the requirements. According to the systematic literature review's findings, several art-based interventions were utilized to teach CWA. Art-based therapies are the best predictor of developmental domains like sensory integration and executive functioning, which are important for CWA and their parents' QoL. Systematic literature review research in Kenya revealed that very little is known regarding art-based intervention and quality of life. According to the article, a wider focus on a comprehensive review of CWA QoL in Africa would be beneficial.