A child’s transition from public preschool to primary is not a single event of change that has only immediate consequences but has its effects on transition rate. The purpose of this study was to assess influence of implementation of the government policies on transition rate of ECDE children from public preschools to public primary school in Kapseret Sub County; Uasin Gishu County. The study was guided by Jean Piaget’s Construvist theory. The study adopted a descriptive survey design. The researcher sampled 171 respondents; including 86 Grade one; two; three teachers; 57 preschool teachers; and 29 headteachers. The research instruments used were questionnaires and interview schedule. The analysis of data was done using Statistical Package for Social Science (SPSS) software. Data from questionnaires was analyzed both quantitatively and qualitatively. Quantitative method involved descriptive and inferential analysis. Descriptive analysis such as frequencies; percentages were used to present quantitative data in form of tables. Qualitative data from interview schedules were analyzed thematically based on the content of qualitative data and then presented in prose form. The findings were presented in frequency distribution tables. The study findings indicated that implementation of government policies has a positive and significant influence on leaners transition. The study concluded that free primary education policy has improved learners’ transition rate to Grade one. Adoption of Early Years Education Policy has influenced transition to Grade one. Finally; free primary education policy has increased the number of learners in public pre-primary school. The study recommends that primary schools should implement all the government policies by preparing Early Child Development (ECD) children in terms of classrooms; toilets; furniture and adequate qualified teachers.

Orphaned and Vulnerable Children academic achievements at all levels are a major concern for all stakeholders in education in Kenya and the rest of the world. The core components for academic achievement of orphaned and vulnerable children in early childhood development include the opportunity to receive instructive education, physical, mental and social education in a nurturing and stable learning environment. This opportunity is characterized as a constructive setting that is amenable to child's overall well-being. This study was guided by the following objective to establish whether interpersonal relationship and peer pressure are psychosocial factors affecting achievement of orphaned and vulnerable children in Ainabkoi Sub-County. The study adopted descriptive survey design. The target population comprised of 99 Early Childhood Schools in Ainabkoi Sub-County 580 teachers in selected schools. The study employed Bronfenbrenner's Bio-Ecological system theory. Cluster and random sampling techniques was used to select the respondents. Interview guide and questionnaires were used to collect data. Cronbach's Alpha coefficient was used to test reliability of the questionnaire. To ensure validity of the research instruments expertise of early childhood specialists and psychologists was sought. Quantitative data was analyzed using descriptive statistics such as measures of central tendencies, standard deviation, percentages and frequency tables with the aid of SPSS version 25. Analyzed data was presented using tables, graphical illustrations and narrations. The study concluded that peer pressure has a positive influence on academic achievement of vulnerable and orphaned children in Ainabkoi Sub County in Kenya. The study recommended that there is a need to realistically have a discourse of this phenomenon. Strategic and deliberate efforts aimed to eradicate disparities and the inequality in this marginalized subpopulation.

The transition from pre-primary to Grade one need to set proper expectation measures to enhance effective transition. However, Grade one teachers are complaining of poor entry behavior of a learner from preschool. Therefore, this study aimed to assess the influence of selected factors on meeting expectations for the transition of learners from preschool to grade one in Elgeyo Marakwet County, Kenya. The following objective drove the study to establish the influence of learning resources in meeting expectations for the transition from preschool to Grade one. This study employed a survey research design. The study target was 462 Preschools attached to public primary schools in Elgeyo Marakwet. The target population was 1848 participants comprising 462 headteachers, 924 preschool teachers and 462 Grade one teachers. The sample size of the study was 214 schools, 272 preschool and 210 Grade one teachers. The study employed stratified random and simple random sampling. Research instruments used in this study were questionnaires and interview schedules. A pilot study was carried out in 10 randomly selected schools in Uasin Gishu County to ascertain the reliability and validity of research instruments. Qualitative data collected using interviews were analyzed using content analysis. Quantitative data were coded, cleaned and analyzed using Statistical Package for Social Science (SPSS version 26) to generate descriptive and inferential statistics. Descriptive statistics used were frequency, percentage, mean and standard deviation. Analyzed data were presented using tables and reports. It was further established that learning resources positively and significantly affect meeting expectations for the transition from preschool to Grade one in Elgeyo Marakwet county. The study concludes that learning resources has a significant effect on meeting expectations for the transition from preschool. The learning resources such as textbooks and other teaching-learning materials improve children's performance, improving children's participation rates in all subjects. The study recommends that the county government to avail adequate learning resources such as textbooks and other teaching-learning materials to improve children's performance.

In order to increase the transition from preprimary to primary, appropriate expectation measures must be set. However, Grade 1 teachers complain about a pre-school student's bad entry behavior. The following objective drove the study to find out the influence of physical facilities in meeting expectations for the transition from preschool to Grade one. The study was based on the constructivist theory of learning. This study employed a survey research design. The study target was 462 Preschools attached to public primary schools in Elgeyo Marakwet. The target population was 1848 participants comprising 462 headteachers, 924 preschool teachers and 462 Grade one teachers. The sample size of the study was 214 schools, 272 preschool and 210 Grade one teachers. The study employed stratified random and simple random sampling. Research instruments used in this study were questionnaires and interview schedules. A pilot study was carried out in 10 randomly selected schools in Uasin Gishu County to ascertain the reliability and validity of research instruments. Qualitative data collected using interviews were analyzed using content analysis. Quantitative data were coded, cleaned and analyzed using Statistical Package for Social Science (SPSS version 26) to generate descriptive and inferential statistics. Descriptive statistics used were frequency, percentage, mean and standard deviation. Inferential statistics used were correlation and multiple regression. Analyzed data were presented using tables and reports. Regression of coefficients results shows that physical facilities have a negative and significant effect on meeting expectations for the transition from preschool to Grade one in Elgeyo Marakwet county (β1=-0.140, p=0.037). The study concluded that physical facilities have a significant negative influence on meeting expectations for the transition from preschool to Grade one. The study recommends the county government and other preschools centers stakeholders to ensure that they build and avail the physical facilities.