Evaluation of Selected Factors That Determine Preschoolers Holistic Development in Public Ecde Centres in Eldoret West Sub_County_Kenya

Abstract

Education given to children during their formative years has been widely recognized as being crucial not just because of its ability to make the recipients literate but because of its ability to foster learners’ holistic development. Availability of both indoor and outdoor educational resources, and the teacher requisite skills are crucial for attainment of preschool children holistic development in terms of all the learning domains- physical, social, intellectual, emotional, spiritual and even in creativity. The purpose of the study was to evaluate the factors that determine the preschoolers’ holistic development in public ECDE centres in Eldoret West Sub County. The study objectives were to establish the availability of indoor educational resources for preschoolers’ holistic development, to examine the availability of outdoor educational resources for preschoolers’ holistic development, and to find out the teachers’ preparedness for preschoolers’ holistic development in public ECD centers in Eldoret West sub-County. The study was anchored on Bruner’s Discovery Learning theory. A descriptive survey research design was adopted for the study. The target population comprised of 180 head teachers and 180 senior preschool teachers from 180 ECDE centres. However, 11 head teachers and 54 senior preschool teachers were sampled through simple random and purposive techniques. The study employed preschool teachers’ questionnaire, head teachers interview schedule, and educational resources observation check list to collect data. The research instruments were validated through the scrutiny of the two university supervisors. Cronbach alpha coefficient was computed to ascertain the reliability of the preschool questionnaire. Quantitative data was analyzed by descriptive statics while thematic analysis was used to analyze qualitative data. The findings revealed significant deficiencies in essential indoor resources. Computers, which are crucial for interactive learning and basic digital literacy, were notably absent in 74% of the surveyed preschools. Professional development showed mixed engagement, with 75.9% of teachers attending refresher courses and 72.2% attending seminars and workshops. However, there were significant gaps in access to instructional materials, with 44.4% of teachers reporting difficulty in accessing materials on curriculum changes and 29% not familiar with current government policies in ECDE. Educational policymakers should consider subsidies or grants to support the purchase of educational aids, ensuring that every preschool has adequate resources to support visual and interactive learning. The study might be of significance to the Ministry of Education in the formulation of policies that will ensure the provision of quality and adequate educational resources for the learners’ holistic development in ECD centres in Kenya.