Abstract
The purpose of this study was geared towards the analysis of the teacher’s preparedness and their attitudes towards the selection and use of the instructional resources in ECDE centers in Kericho County, Kenya. The research was based on the ideas and concepts of curriculum theorists; Gross et al. (1971), Tyler (1949), Fullan (1982) and Shiundu and Omulando (1992). A conceptual framework showing the relationship between the independent and dependent variables was also conceptualized. The study adopted a descriptive survey design and utilized a mixed methods methodology and was carried out in Kericho Municipality Zone, Kericho County. 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 in the neighboring Belgut Zone to validate the tools and determine their reliability. Data was analyzed using descriptive and inferential statistics, this included frequencies and percentages and the hypotheses were tested using Chi-Square test of association. 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 improve on their preparedness and attitudes towards the selection and use of instructional resources. The major findings of the study showed that teachers were prepared, and had a positive attitude towards the selection and use of Instructional Resources. However, the status of the available materials in the centers were either inadequate, obsolete, dilapidated or unsuitable for use.
Highlights
The Early Childhood Learning is an important system in Kenya, and in other countries of the world (Young, 2012)
According to Musau (2004), an instructional material is an object or means of communication process that stores and distributes human experience or knowledge, the totality of the information carrying devices. He continues to say that utilization of the instructional materials in teaching is associated with the function of the teacher as the manager of the instructional process
Results presented in this study indicated that majority of the teachers agreed that they used the available Instructional Resources (IR) in the teaching and learning in the Early Childhood Development and Education (ECDE) centers
Summary
The Early Childhood Learning is an important system in Kenya, and in other countries of the world (Young, 2012). Materials are changed or renewed from time to time as children explore and learn freely in indoor and outdoor activities This can only be effective when teachers are well trained and prepared in the selection and use of appropriate variety of instructional resources (Ongus, 2003). During ECDE learning, children enjoy non-serious play directed activities and it is the duty of the pre-school teacher to turn these non-serious selves into serious actors This can only be achieved through the use of relevant instructional resources because psychologists have proved that optimum learning takes a multi-sensory approach (Adeyanju, 2003). This is supported by Kariuki (2002) who argues that teaching should fire the enthusiasm of the child, motivating it to desire to learn and be active. The partnership ownership of ECDE learning centers to some extend hinders the progress of the curriculum implementation
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