Abstract:
Childhood education is crucial in the life of a child because it
lays the foundation of intellectual and physical development. The
government policies and research theories emphasizes plenty of
instructional resources that are well sourced, managed, selected and
used for the purpose of quality ECDE Curriculum implementation. The
purpose of this study was geared towards the analysis of availability of
the instructional resources and challenges facing ECDE centers in
Kenya. The research was based on the theory of curriculum innovations.
The study adopted a descriptive survey design and was carried out in
Kericho Country. 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 to validate the tools and determine their reliability. Data was
analyzed using descriptive statistics, this included frequencies and
percentages. 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 adjust and improve their teaching
methodologies in the use of instructional resources.
