Githinji and Orodho
Greener Journal of Educational Research Vol. 8(3), pp. 047-054, April 2018
ISSN: 2276-7789
Research Articles
Manuscript Number: 041318058
(DOI: http://doi.org/10.15580/GJER.2018.3.041318058)
Relationship between Early Childhood Play Activities and Holistic Development of the Learner in Pre-schools in Kiambu County, Kenya
Stephen Githinji1 and John Aluko Orodho2
1Doctorate Student in the Department of Educational Management, Policy and Curriculum Studies, School of Education, Kenyatta University Kenya.
2Associate Professor in the Department of Educational Management, Policy and Curriculum Studies, School of Education, Kenyatta University Kenya.
Abstract
The study investigated relationship between early childhood play
activities and holistic child
development in Kiambu County, Kenya. It
was conducted on a sample of 300 participants’ comprising 150 teachers and 150
managers of pre-school institutions.
Questionnaire and interview guides for managers and teachers were the
main instruments used to collect data.
Pretesting of the questionnaires yielded a reliability coefficient of
0.752 and 0.692 for teachers and managers respectively. Quantitative data
collected were analysed using Statistical Package for Social Sciences and also
by using narrative technique. Majority (88%) of the pre-school teachers were
female, and youth within the age group of 21-25 years age. The pre-school teachers and managers considered
lecture method and child- play activities important in contributing to the
holistic development of the child at pre-school level. There was a significant
relationship between perceptions of pre-school teachers and managers on
influence of early childhood play activities on holistic development in terms
of emotional, motor-physical and social skills in children
Keywords: Pre-school teachers; teacher
characteristics; holistic development, play activities; child development
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