Abstract:
Childhood education is crucial in the life of a child because it lays the foundation of
intellectual and physical development. The government policies and research theories
emphasizes plenty of instructional resources that are well sourced, managed, selected
and used for the purpose of quality ECDE Curriculum implementation. The purpose
of this study was geared towards the analysis of availability of the instructional
resources and challenges facing ECDE centers in Kenya. The research was based on
the theory of curriculum innovations. The study adopted a descriptive survey design
and was carried out in Kericho Country. Simple random and stratified sampling
techniques were used to select respondents who comprised of a target population of
84 head teachers and 180 pre-school teachers to get the sample size of 25 head
teachers and 54 pre-school teachers from the selected ECDE centers. Data was
collected using questionnaires, observation checklists and an interview schedule. The
instruments for data collection were piloted to validate the tools and determine their
reliability. Data was analyzed using descriptive statistics, this included frequencies
and percentages. Data was presented in the form of graphs, charts, and tables. The
study provides useful information for the education policy makers to produce relevant
learning resources and course books for the ECDE teachers. The Government of
Kenya (GoK) can use the findings to consider funding the pre-school education and
improve teacher preparedness and attitudes towards the use of instructional resources. Teachers can use the findings to adjust and improve their teaching methodologies in
the use of instructional resources
