Head teachers’ tasks in the implementation of preschool curriculum in Kenya public preschools

Gatumu, Jane Ciumwari

doi:10.4314/ifep.v18i1.51649

Cited by 3 publications

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“…Education scholars have noted that in curriculum implementation, teachers' organization of learning experiences and management of the learning environment for the benefit of children are factors in determining outputs [9,10]. The Life Skills Program is one of the newest programs in the Kenya preschool educational system.…”

Section: Introductionmentioning

confidence: 99%

An evaluation of preschool educators’ life skills health education capacity: Scale development and verification

Chen

Liu

2020

Preprint

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Background: Preschool educators who facilitate life skills health education have an important role. Limited research has explored the comprehensive content and strategies of courses related to health education in kindergarten. The aim of this study is to create a questionnaire scale suitable for assessing preschool educators' capacity for life skills health education in Taipei, Taiwan. Methods: A cross-sectional study design was used to explore and assess life skills health education as a teaching approach for preschool educators. The scale was developed in three steps. The first step was to create a draft questionnaire that passed a validation review by 9 experts. The second step was a pretest (N=128) with category analysis and exploratory factor analysis (EFA) to create the formal version of the scale. The dimension analysis of the scale to assess the life skills health education capacity of preschool educators in kindergartens included cognition, attitude and self-efficacy. The third step was official testing (N=503), in which the efficacy criterion correlation validity test showed good simultaneous validity and discrimination. Results: The first draft of the pretest analysis contained 45 initial questions; 38 questions remained after 7 questions were deleted based on the EFA. According to the theoretical framework and after deleting 8 items that did not conform to the standard, a total of 30 questions were included in the formal scale. The two factors in the cognitive subscale were "health-promoting kindergarten" and "life skills teaching" for a total of 9 questions, and the two factors in the attitude subscale were "perceived benefits" and "perceived barriers" for a total of 11 questions. The three factors of the self-efficacy subscale were "adaptability and self-management ability", "decision-making and critical thinking ability" and "communication and interpersonal communication ability" for a total of 10 questions. Cronbach's α coefficient for each subscale fell in the range of .813 to .936. Conclusions: This scale has satisfactory reliability and validity and can be administered to assess the outcomes of pedagogical training for life skills health education for preschool educators in health-promoting kindergartens.

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Section: Introductionmentioning

confidence: 99%

An evaluation of preschool educators’ life skills health education capacity: Scale development and verification

Chen

Liu

2020

Preprint

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“…In addition, education scholars have argued that in curriculum implementation the teacher who organises learning experiences and manages the learning environment for the benefit of the children is key in determining the outputs (Alisinanoğlu, Özbey & Kesicioğlu 2012;Gatumu 2010;Shiundu & Omulando 1992). This may be the reason why Hawes (1979) argued that there is no conceivable way in which curriculum implementation can be divorced from the process of teacher education.…”

Section: Introductionmentioning

confidence: 99%

An Exploration of Life Skills Programme on Pre-School Children in Embu West, Kenya

Gatumu¹,

Kathuri²

2017

JCT

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The Life Skills Programme, which is one of the newest programmes in the Kenya Preschool educational system was explored to establish the impact it had on the lives of preschool children in Embu West, Kenya. A primary school that is perceived as having well-disciplined children was purposively selected. The sample consisted of 39 students, 43 preschool teachers and 31 parents. The data collection methods included use of a questionnaire, interviews, observations and a documentary analysis. A content analysis was used to examine the data collected. A main finding was that, teachers and parents seemed to cherish the Life Skills Programme as a subject that enabled children to acquire relevant skills for their growth, development and survival. Another finding was an indication of a link between children who had mastered the life skills and academic performance. The study recommended the need to develop clear policy and supervisory guidelines to allow the effective implementation of the Life Skills Programme to benefit all children.

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“…Özellikle programların uygulanmasında, denetlenmesinde, çocukların ve ebeveynlerin taleplerinin belirlenip, programa entegre edilmesinde okul müdürlerine büyük görevler düştüğünü vurgulamıştır (Akt. Gatumu ve Ciumwari, 2010). Ülkemizde ise yayımlanan Milli Eğitim Bakanlığı Okul Öncesi Eğitim ve İlköğretim Kurumları Yönetmeliği (2014) doğrultusunda okul öncesi eğitim kurumlarında görev yapan okul müdürlerinin görevleri belirlenmiştir.…”

Section: Introductionunclassified

Okul Öncesi Dönem Çocukların Müdür Algılarının Belirlenmesi

Alabay¹,

Demirbaş²

2017

EFD

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Özet: Bu araştırmanın amacı, okul öncesi eğitimde öğrenim görmekte olan 48-72 aylık çocukların müdür algılarının belirlenmesidir. Temel nitel araştırma deseninde oluşturulmuş bu araştırmanın verileri içerik analizi tekniği ile yorumlanmıştır. Araştırmanın çalışma grubunu okul öncesi eğitimi veren 5 farklı okulda eğitim gören toplam 101 çocuk oluşturmaktadır. Verilerin toplanmasında araştırmacılar tarafından geliştirilmiş müdür algısı görüşme formu kullanılmıştır. Müdür algısı görüşme formundan önce, çocuklardan içerisinde okul müdürünün de olduğu bir resim çizmeleri istenmiştir. Çizimleri sonunda çocuklarla bireysel olarak görüşmeler yapılmış, resimleri üzerinden belirlenmiş ve müdür algısı görüşme formunda yer alan yarı yapılandırılmış görüşme soruları çocuklara sorulmuş ve cevapları yazılı olarak not edilmiştir. Araştırma sonucunda, erkek çocukları, kız çocuklarına oranla daha yüksek oranda müdürleri uyarıcı dili kullanan kişi olarak betimlemektedir. Özel okulda öğrenim gören çocuklar müdürleri yüksek oranda öğretimsel sürece katıldığını belirtirken, devlet okulundaki çocuklar ise müdürleri çoğunlukla idari süreçle ilgilenen olarak tarif etmişlerdir. Ayrıca çocuklar tarafından, özel okullardaki müdürleri, devlet okullarındaki müdürlere göre daha fazla oranda uyarıcı dil kullanan kişiler olarak betimlemişlerdir. Anahtar Sözcükler: Okul öncesi, okul müdürü, çocukların algılarıAbstract: The purpose of this research is to identify school principal perception of the 48-72-month-old children attending preschool. The basis was formed in qualitative research pattern and data of this research was interpreted through content analysis method. Totally 101 children who attends five different preschools constituted the study group of the research. In collection of the data, developed by researchers, school director perception form was used. Before utilizing school director perception form, children were asked to draw a picture of the school, in which the school director is available. After drawings, children were interviewed and asked semi-structured questions which were specified through their drawings and located in the school director perception form, then the answers were written down. As a result of the research, boys described school directors as being expostulatory at a higher rate than girls did. While children in private schools stated that school directors participate in the educational processes on a vast scale, children in government schools defined school directors as people concerning mostly about administrative processes. In addition, school directors in private schools were portrayed as being more expostulatory by children in comparison to those in government schools. Keywords: Preschool, school principal, perception of preschool children GirişErken çocukluk eğitimi, çocukların temel gelişimsel aşamalarının ve becerilerinin desteklenmesi için önemli bir yere sahiptir. Yapılan birçok araştırma sonucunda, erken çocukluk eğitimi alan ve almayan çocukların beceri ve gelişimleri karşılaştırılmış ve kaliteli erken...

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Head teachers’ tasks in the implementation of preschool curriculum in Kenya public preschools

Cited by 3 publications

References 0 publications

An evaluation of preschool educators’ life skills health education capacity: Scale development and verification

An evaluation of preschool educators’ life skills health education capacity: Scale development and verification

An Exploration of Life Skills Programme on Pre-School Children in Embu West, Kenya

Okul Öncesi Dönem Çocukların Müdür Algılarının Belirlenmesi

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