Abstract:
The foundation of an individual’s optimum or less than optimum development is laid
down during the early years of life, particularly during the age between birth and six
years. This age covers pre-school education. This study was designed to investigate
the effectiveness of Early Childhood Education programme in preparing Pre-school
children in their social-emotional competencies at primary one entry. Simple random
sampling was used to pick on three provinces: Rift Valley, Central and Eastern and
then three districts, Nakuru, Nyeri and Embu. Proportionate sampling was used to
select sample schools which were then picked using random numbers. The total
number of subjects for the study was 378 (240 pre-school teachers, 120 Pre-school
Managers 18 Pre-school Trainers). Questionnaires, focus group discussion and
document analysis were used for data collection. The data was analyzed using
descriptive statistics and inferential statistics. Descriptive analysis showed that
majority of teachers felt that the Pre-school children were not as prepared in social –emotional skills as they were in academic skills. Analysis of variance results indicate
significant variations in the perceptions of the pre-school staff on social-emotional
importance (F=5.078 p<0.05), Social-emotional preparedness (F=6.175 p<0.05) and
academic preparedness (F=7.250 p<0.05). The pre-school staff unanimously agreed
that academic skills were important for pre-school children at primary one entry. It
was recommended that readiness instruments for primary one entry should include
both academic and social–emotional competencies.
