Teacher Training For Early Childhood Development and Education in Kenya

Mbugua, Tata

dc.contributor.author	Mbugua, Tata
dc.date.accessioned	2020-04-22T07:10:38Z
dc.date.available	2020-04-22T07:10:38Z
dc.date.issued	2009
dc.identifier.citation	Journal of Early Childhood Teacher Education, 30:220–229, 2009	en_US
dc.identifier.issn	1090-1027
dc.identifier.issn	1745-5642
dc.identifier.uri	http://kerd.ku.ac.ke/123456789/145
dc.description	A Research Article published in the Journal of Early Childhood Teacher Education	en_US
dc.description.abstract	The training of early childhood development and education (ECDE) teachers in Kenya remains a priority in recognition of the vital role well-trained professionals play in the quality of early childhood experiences for children ages 0+ to 5+. This article provides a detailed overview of the current structure and training of ECDE professionals, including pedagogical strategies and curricular guidelines. Specific attention is given to the Ministry of Education, Science and Technology’s intersectoral framework for stakeholders and the holistic, child-centered, multidimensional approach to coordinated early childhood development and education. A cross-section of challenges to training ECDE teachers and recommendations are offered.	en_US
dc.language.iso	en	en_US
dc.publisher	National Association of Early Childhood Teacher Educators	en_US
dc.subject	Early childhood development and education	en_US
dc.subject	Training of teachers	en_US
dc.subject	Children	en_US
dc.subject	Pedagogical strategies	en_US
dc.subject	Curricular guidelines	en_US
dc.subject	Kenya	en_US
dc.title	Teacher Training For Early Childhood Development and Education in Kenya	en_US
dc.type	Article	en_US