Choice of the Medium of Instruction in Kenyan Preschools: Averting Xenocentrism

This qualitative study sought to prompt a critical and reflective discourse on the dismal use of mother tongue in Kenyan early childhood education (ECE) institutions in an attempt to detect existence of xenocentrism. Although the Kenyan ECE policy framework sanctions use of the language of the catchment area when teaching and communicating with the young learners, many teachers continue to use English. Though studies have tried to identify factors that deter use of mother tongue, it is not clear whether the practice could be an indicator of xenocentrism. The objectives of the study were to assess parents’ and teachers’ competence in mother tongue, how they valued mother tongue and their willingness to have children learn their mother tongue. The study used descriptive research design. The population comprised preschool teachers and parents with children in preschools in a rural zone in Kiambu County. Data was collected through interviews. The results revealed that parents and teachers promoted use of English. Parents felt that the schools that used English were superior to those that used mother tongue.  Some teachers argued that, since most of the reading materials were written in English it was necessary to introduce children to the reading language early in life. Many teachers and parents claimed that the world had turned into a global village and it was not necessary for them to be competent in mother tongue. It was evident that majority of the teachers and parents did not attach much value to mother tongue. Key words: Mother tongue, indigenous language, English Languag

THE IMPACT OF TEACHERS’ ROLES ON CHILDREN’S ENGAGEMENT IN OUTDOOR PLAY IN KWALE COUNTY, KENYA

Outdoor play is part and parcel of child development. And because children spent most of their time interacting with their peers and teachers in Early Childhood Development Centres, it is the responsibility of educators to ensure all children enjoy learning through play. While many studies revealed the contribution of preschool teachers towards children outdoor play, it is not clear whether teachers’ involvement discourages or encourages children to play. It is in the light of this that the study sought to determine how teachers’ roles influence children’s engagement in outdoor play in Kwale County, Kenya. The target population of this study was preschool teachers and head teachers in Kwale County. The study employed stratified and purposive sampling techniques to select preschools and head teachers respectively. Data was collected via questionnaire and observation checklist. The data collected was presented using frequency distribution tables and bar graphs. Qualitative and quantitative data analysis procedure was used in which data revealed various roles of preschool teachers during children outdoor play activities. The study established that teachers’ involvement influences children engagement in outdoor play. Based on the findings, the study recommended that teachers should contribute towards children outdoor activities as well as accompany them to the playgrounds during play time.  Article visualizations

INFLUENCE OF TEACHER TRAINING ON USE OF MUSIC AS A MEDIUM OF TEACHING MATHEMATICS IN PRE PRIMARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA

Music is a significant teaching strategy in early childhood education it improves development of young children’s self-confidence, self-esteem and their expression orally and mentally. Despite the fact that, use of music is a strategy that motivates and sustains children’s interest in the learning of mathematics, research studies in this area are scanty. The purpose of this study therefore was to find out influence of preschool teacher training on the use of music as a mode of teaching mathematics within Kasarani, Nairobi County. The study sought to determine the link between preschool teacher training and use of music in teaching mathematics. The descriptive survey research design was used to structure and guide the study. The study’s dependent variable was use of music as a medium of teaching mathematics while the independent variable was preschool teacher training in use of music in teaching mathematics. Random sampling was used to select 15 preschools out of the 30 targeted and purposive sampling used to select 15 head teachers out of 30 and 45 out of 90 preschool teachers. An observation guide and questionnaires were used to collect data for preschool teachers and head teachers. The study findings established a significant association between teacher training and use of music during mathematic instructions. The study concluded that preschool teachers in Kasarani Sub-County were using music to teach mathematics and that trained teachers used music to teach mathematics than their untrained counterparts. The study recommended the Kenya institute of curriculum development should come up with modules on step by step guidelines on how to teachers should integrate music during maths lessons.  Article visualizations