Journaling in Reflective Teaching Approach: An Intervention for Preschool Children’s Social Emotional Competences in Molo Sub-County, Kenya

Abstract

This study examines the effect of journaling in reflective teaching approach for preschool children's social emotional competences (SECs) in Molo Sub-county, Kenya from a case of 70 children and 4 teachers in two classes. Methodologies used were; quasi-experimental design with pretest postest model, a training module for preschool teachers, Devereux Student Strengths Assessment(DESSA) pretest and posttest, preschool teachers' semi-structured interview schedule and documentary analysis form for preschool teachers. Teachers in the treatment class were trained on journaling in reflective teaching approach for children's SECs. DESSA was administered in both classes before and after three months on training teacher. The SEC scores were converted to Standard T-score for data analysis using ANCOVA test in SPSS version 21. The study found statistically significant difference in favour of the class where teachers were trained. Semi-structured interview schedule and documentary analysis were also analysed and provided more insights for the study. The findings indicated that journaling in reflective teaching approach could be effective in teaching preschool children's SECs in the Sub-County. This takes place through growth and development of children's social emotional cognitive schema and professionally for teachers. It is recommended that preschool teachers in the Sub-County should be trained in journaling for children's SECs. This should be done through regular in-service courses in journaling, journaling workshops and journaling seminars and, quality maintained through the National and County Governments. Further, Sub-County local resource centers should have scholarly materials on journaling in reflective teaching approach and preschool children's SEC and related literature.