| dc.description.abstract | Psychomotor skills and creativity play an important role for a child’s early development in
all domains socially, emotionally and physically as well as enhancement of cognitive and
language skills. The purpose of the study was to examine the determinants of Pre-school
learners’ performance in psychomotor and creative activities in Nzambani Sub County,
Kitui County. Specifically the study investigated the school environment, pre-school
teachers’ and parental support as the determinants of learners’ performance in psychomotor
and creative activities. The study was premised on collective creativity theory and adopted
cross sectional survey research design. The study targeted 55 head teachers, 153 Pre-school
teachers and 1620 pre-school learners from 55 Pre-schools in the Sub County. The study
sampled 17 head teachers, 110 teachers and 1620 learners through census and simple
random sampling. Data was collected through Pre-school teachers’ questionnaire, head
teachers’ interview schedule and the Pre-school creative activities observation schedule.
The validity of the data collection instruments was ascertained by presenting the instruments
for scrutiny by the researcher’s two university supervisors. Reliability of the Pre-school
teachers’ questionnaire was ascertained through test-retest technique. Data was analysed by
both descriptive and inferential statistics. Descriptive statistics included frequencies, means
and standard deviations while multiple regression analysis was used to test the formulated
three hypotheses. Qualitative data was put into broad themes for interpretation. The study
found that 68% of the schools’ environments were deprived of the essential resources to
promote psychomotor skills and creative activities such as playing of musical instruments,
painting and thread work. It was also found that pre-school teachers lack sufficient
knowledge to guide pupils on psychomotor and creative activities. Although most of the
parents did not engage their children in household chores with reference to the teachers and
head teachers’ report, they allowed them to play, thus, enhancing their psychomotor skills
and creative activities. The study’s three independent variables which included school
environment, teachers’ support and parental support contributed 73.6% of variance in Preschool learners’ performance in psychomotor and creative activities (R
2 = 0.736). Parental
support was the most potent predictor of pre-school learners’ performance in psychomotor
and creative activities (β = 0.588, t (109) = 5.39, p < 0.05). It is hoped that the generated
information will act as the reference point as Pre-school teachers, head teachers, parents and
CSOs combine synergies and brainstorm on ways to improve Pre-school learners in
psychomotor and creative activities. The study recommends that the MOE should organize
frequent compulsory in service training to equip all teachers with the appropriate skills and
knowledge in psychomotor and creative activities. The study also recommends that teachers
should use the locally available materials such as the sisal skipping ropes and beads to
ensure pupils are exposed to psychomotor and creative activities. This will boost learners’
holistic growth and development as well as enhancing their talents in psychomotor and
creative activities | en_US |
