https://kerd.ku.ac.ke/handle/123456789/64 Thu, 01 Oct 2026 23:57:46 GMT 2026-10-01T23:57:46Z https://kerd.ku.ac.ke/handle/123456789/1364 Influence Of Instructional Materials on Pre-Primary Learner’s Acquisition of Science Skills in Tharaka North Sub -County Ngaine, Felix Gitonga; Koech, Peter Kibet The Government recognizes pre-school education as one of the educational cycles which can lay a firm, healthy foundation for children during the formative years. The purpose of this study was to establish the influence of instructional materials on children’s acquisition of science skills in pre-primary schools in Tharaka North Sub- County, Tharaka Nithi County, Kenya. This study was based on Active learning theory by Lev Vygotsky. This study utilized a mixed methodology entailing qualitative and quantitative. The target population in this study was 1780 subjects comprising 95 early childhood teachers, 95 head teachers and 1590 pre-school children. Using stratified random sampling the researcher selected 10 teachers from the zones accounting for 10% representation of the target population making a total of ten, the sample of teachers. The instruments for data collection were questionnaires for teachers and head teachers and observation checklist for the children. Piloting of the instruments was carried out in Meru South Sub- County where they were pre-tested to the selected Early Childhood Children. Before data collection, the instruments were administered only once to a sample of 2 teachers and 2 head teachers in two preprimary schools. Cronbach Alpha analysis was computed, to establish the reliability of the instruments, and a coefficient of 0.83 was obtained, and hence the instruments were deemed reliable. As for the content and construct validity of the instruments, the development was done with guidance of the supervisors. The quantitative data was presented in tables, bar graphs, and pie charts. Qualitative data was analyzed thematically by use of themes derived from the responses. The study established that the teachers were of the opinion that the available learning resources not adequate for enhancing the children learning of science activities. There was a strong association between the independent variables and the dependent variables. Based on the findings of the study, the researcher recommends that; The School management, through the county government should lobby for funds that will enhance the pre-schools acquire enough and most appropriate science teaching materials, which will aid in teaching science. An article in IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Sun, 01 Dec 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1364 2019-12-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1096 Science in Early Childhood Classrooms: Content and Process Worth, Karen There is a growing understanding and recognition of the power of children’s early thinking and learning as well as a belief that science may be a particularly important domain in early childhood, serving not only to build a basis for future scientific understanding but also to build important skills and attitudes for learning. This paper addresses the question of what the nature of science teaching and learning in the early childhood classroom should be. It proposes four basic ideas: (1) doing science is a natural and critical part of children’s early learning; (2) children’s curiosity about the natural world is a powerful catalyst for their work and play; (3) with the appropriate guidance, this natural curiosity and need to make sense of the world become the foundation for beginning to use skills of inquiry to explore basic phenomena and materials of the world surrounding children; and (4) this early science exploration can be a rich context in which children can use and develop other important skills, including working with one another, basic large- and small-motor control, language, and early mathematical understanding. The paper describes a structure for learning through inquiry and criteria for the selection of appropriate content for young children. It concludes with a discussion of implications for the classroom, focusing on child-centered curriculum, the role of materials, the use of time and space, the key role of discussion and representation, and the teacher’s role. A working paper in ECRP Beyond this issue Fri, 01 Jan 2010 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1096 2010-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/171 Factors Affecting the Implementation of Pre-Schools Science Curriculum In Kenya: A Case of Kericho Municipality, Kericho County. Kipkosgei, Kibet Andrew; Kabwos, Rebecca Chepngeno This study investigated factors affecting the implementation of Science curriculum in preschools this study was to assess the extent to which the adequacy of science apparatus and materials affect the implementation of science curriculum in pre-schools. This study adopted descriptive survey design. The objectives of the study included establishing the activities pre-school teachers involved learners in during science lessons and assessing the adequacy of science apparatus and materials in pre-schools. It also sought to establish the extent to which pre-school teachers prepared and used instructional materials. Stratified sampling and random sampling techniques were employed in the study. A sample of 62 pre-school teachers and 50 school administrators were selected from both public and private pre-schools. Questionnaires and observation checklist were used. The study found that the major factors affecting the implementation of science curriculum were; inadequate involvement of learners in carrying out some of the child-centered activities involved in the scientific method of learning, inadequacy of science teaching materials and apparatus, poor storage facilities for keeping teaching and learning resources, and lack of enough science textbooks The findings of the study will be used by pre-school teachers and the school administrators to improve the teaching of science. in pre-schools through involving learners in carrying out science activities, preparation and use of science teaching materials and use of teaching methods which encourage learners to use scientific/inquiry. Based on the research findings of the current study, it was recommended that the Ministry of Education, Science and Technology should consider extending SMASE in-service training programme to pre-school teachers to induct them on the current practices of teaching science. It was recommended that pre-school teachers should embrace the practice of improvisation and make their own science teaching and learning resources using locally available materials and the county government should also consider increasing allocation of funds to pre-schools to enable them purchase science text books and other learning materials. conference paper in International conference the Future of Education Fri, 01 Jan 2016 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/171 2016-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/170 Conditions for Implementation of the Science Curriculum in Early Childhood Development and Education Centers in Kenya Shaji, Milimu Gladys; Indoshi, Francis C. Cognitive development and teaching have highlighted the importance of learning based on the relationship among individuals and the learning environment. Teaching and learning of science in early childhood development and education (ECDE) can only be effective if adequate facilities, materials, equipment and activities are put in place. Teaching of science in ECDE centers in Kenya is faced with numerous challenges, hence the negative influence on children’s learning of the subject. This raised the question of whether we have appropriate conditions for implementation of the science curriculum in ECDE centers. This study investigated conditions for implementation of science in 115ECDE centers managed by 230 teachers in Kakamega Municipality, Kenya. It used the ECDE facilities checklist, the ECDE classroom science materials/equipment checklist, the ECDE classroom science activities checklist, and the ECDE teacher classroom science questionnaire to analyze the availability of science materials, equipment, class size and activities for ECDE children in the classroom. Each teacher was videotaped for two consecutive days during science activities. Their attitude towards science curriculum was measured by the use of an attitude scale. The findings of the study indicated that three quarters of the ECDE centers had appropriate general facilities. However, a majority (91.2%) of ECDE centers lacked adequate and quality classroom science materials/equipment. The activities that the ECDE teachers engaged in were mostly unrelated to science activities (85.7%), even though they had a favorable attitude towards the science curriculum. This study is significant because the resulting findings will influence practice in early childhood education by informing policy makers on prevailing conditions for implementation of the science curriculum. On the theoretical side, the findings will contribute to the development of teaching and learning science materials, science equipment and a children’s science curriculum tool kit. Research Article in Contemporary Issues in Early Childhood Tue, 01 Jan 2008 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/170 2008-01-01T00:00:00Z