Everlyne Chebet – Department Of Early Childhood Education, Kisii University

Ismael N. Joseph – Department of Psychology and Early Childhood Education Kisii University

Email: gmainangugi@gmail.com

Abstract: This study examines the impact of movement activities on psychomotor skill development in early childhood learners. Conducted in Kesses sub-county, Uasin Gishu County, Kenya, the research follows Friedrich Froebel’s theory of play (1987). A descriptive research design was used, with a population comprising headteachers, ECDE teachers, and curriculum support officers (CSOs), totaling 410 participants. A sample size was determined using the Yamane formula, resulting in 176 primary school teachers, 18 headteachers, and 4 CSOs. Random sampling was used for teachers and headteachers, while purposive sampling selected CSOs. Data was collected using questionnaires for teachers and interview guides for headteachers and CSOs. Reliability was ensured through test-retest and Cronbach Alpha Coefficient, with a coefficient of 0.70 indicating high dependability. Quantitative data was analyzed using SPSS version 25, and qualitative data was analyzed thematically. Findings revealed a positive significant relationship between movement activities and psychomotor skills development (r = 0.229). The study concluded that the implementation of movement activities in Kesses sub-county was relatively low. The researcher recommends that stakeholders address the low levels of psychomotor skills development in early childhood education, with teachers providing age-appropriate activities. The findings are valuable for headteachers, teachers, the community, sponsors, and policymakers in developing movement activity policies for early learners.