Involvement of Parents in Early Childhood Education for Positive Influence on Children’s Learning Outcomes

This chapter is based on a study conducted in public Early Childhood centres in Nairobi City County, Kenya, with the goal of determining the impact of parental involvement in children’s learning programmes on learning outcomes. The study was necessitated by the fact that a lot of parents do not appear to realise the importance of their involvement in their children’s early childhood education. Furthermore, teachers complain about a lack of parental support for their children’s learning at early development centres. The study’s goals included determining the extent to which parents were involved in their children’s education. The study targeted 21 public stand-alone early childhood education centres, 2243 children aged 3-5 years, 21 head teachers, and all teachers at the learning centres in a descriptive survey. To process pupils’ learning outcomes, data was collected using scheduled interview schedules for head teachers, closed questionnaires for teachers, and a document analysis guide (performance). The conclusion, based on the quantitative and qualitative evidence, was that whenever parents were Learning results were higher when parents were active in their children’s learning programmes. The study concluded that various governments and education stakeholders should build a framework for involving parents more actively in their children’s learning programmes in early development centres. It is also necessary to develop the management skills of head teachers in order to increase their planning abilities.

Author (S) Details

Orpha Nyakundi
Kenya National Commission for UNESCO, Social and Human Sciences Programme, Nairobi, Kenya.

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