The Influence of Instructional Resources in Child’s Early Learning Outcome in Uasin Gishu County, Kenya

Dr. Esther Chepkorir Bitok – Kisii University, Kenya
Email: estherbitok2006@gmail.com

Received June 11, 2020; Revised June 19, 2020; Accepted June 21, 2020

Abstract: Children’s early development and learning are influenced by various systems that including the micro system (e.g., school financial capability), meso system (e.g., Government-school partnership), exo system (e.g., community type, early education policies), and macro system (e.g., school culture). Given the need of early education studies, the study focused on choice of instructional resources by the teacher’s in the short term and in the long term, the study determined the influence of teachers in children’s early learning outcome, with a particular focus on teachers’ perceptions on availability of
instructional resources. Based on data collected using self-administered questionnaires from 341 Early Child Development Education (ECDE) teachers, the findings indicated that teachers had no access to overhead projectors, television and radio, DVDs and CDs, internet, computers, online databases and mobile phones instructional technologies. The implication for policy the government should prescribe the minimum resources available for use by preschool teachers in ECDE centers countrywide to ensure that all preschool children are afforded a quality start to education.