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Despite the growing importance of Early Childhood Education, there are number of challenges that have continued to pull down its effective implementation in developing countries. This paper briefly explores some key factors in Kenya's context. These include socio-economic factor, financial constraint, high pupil-teacher ratio and inadequate teaching and learning resources. Socio- economic factor. Malnutrition and ill-health are factors [url=http://www.mnfruit.com/louboutinpascher.php]louboutin pas cher[/url] associated with the socio-economic factor. These factors can significantly damage the cognitive processing ability of children. Children whose processing capacity is impacted by ill-health and malnutrition may require more hours of instruction to learn various skills.
As such, implementation of early childhood education may prove critical especially in low income countries (van de Linde, 2005). [url=http://www.gotprintsigns.com/abercrombiepascher/‎]abercrombie pas cher[/url] Socio-economic differences affecting effective implementation of ECDE also cut across regions, with some being labeled 'marginalized' or arid and Semi Arid Lands (ASAL). Regional disparities have significant role in facilitating access to early childhood care and education, where enrollment levels in rural and marginalized areas are low in comparison to those in the urban areas. Children from the marginalized communities in rural Arid and Semi Arid Lands (ASAL) suffer from lack of access to early childhood education. [url=http://www.mquin.com/saclancel.php]lancel pas cher[/url] One typical example is nomadic Maasai community, which is [url=http://www.1855sacramento.com/peuterey.php]peuterey[/url] one of the communities experiencing the least access to early childhood education and care because of way of life [url=http://www.sandvikfw.net/shopuk.php]hollister sale[/url] and regional disparities.
Financial Constraint
Financial constraints have continued to have an impact on the effective implementation of early childhood education in Kenya. This could be attributed to Kenya's debt-situation. At macro level, the country has suffered from the heavy debt burden following its pursuit on the World Bank and International Monetary Fund fiscal policies such as the Structural Adjustment Programs (SAPs). It is reported that these debt-servicing programs is partly responsible for significant reduction in government funding for subsidized education, health care and school related expenses. The result has been that families bear more responsibilities in [url=http://www.rtnagel.com/louboutin.php]louboutin pas cher[/url] implementation of early childhood [url=http://www.1855sacramento.com/moncler.php]moncler outlet[/url] education programmers (Kipkorir & Njenga, 1993). Parents and the school community have to meet educational costs in terms of providing teaching and learning resources, paying teachers among other costs. This has continued to have a negative impact on the quality of Early Childhood Education in Kenya.
High Teacher -Child Ratio
Teacher child ratio has been a subject of much attention among researchers in relation to the factors facing teaching and learning process. Early childhood development education has not been left out. Research shows that teacher child ratio has continued to grow. On average, teacher child ratio for both 3-5 years old children and 6-8 years olds still remains critical. Teachers are not comfortable with the [url=http://www.rtnagel.com/airjordan.php]jordan pas cher[/url] increasing number of children in their classes they handle (Dodge & Colker, 1992). Still with these high ratios, ECDE teachers are poorly remunerated and under the mercy of parents (most of whom have little or nothing to give).
Inadequate facilities and teaching and learning resources
Many [url=http://www.mxitcms.com/abercrombie/]abercrombie[/url] ECDE centers lack adequate teaching and learning resource and facilities suitable for ECDE in their learning environment. These include lack of properly ventilated classrooms, furniture suitable for children, kitchen, safe clean water, play ground, toilets, play material and teaching and learning resources like books (International Association for the Education of Young Children, [url=http://www.1855sacramento.com/woolrich.php]woolrich outlet[/url] 1991).Lack of such resources negatively affects effective implementation of ECDE curriculum [url=http://www.sandvikfw.net/shopuk.php]hollister outlet sale[/url] bearing in mind that creation of a sustainable learning environment helps deprived children to improve their academic performance (Offenheiser & Holcombe, 2003).
Conclusion
Investment in childhood development remains a noble cause not only for parents but also governments and development partners. This is mainly based on its very short and long term benefits in terms of improving school performance, child health conditions; promoting a long-term reduction of marginalization and social equality, ensuring that children born in relative poverty have the opportunity to reach their maximum physical, economic and social development potential. Thus, all stakeholders in education should embrace a participatory approach in trying to address the challenges facing Early Childhood Education in developing countries like Kenya. Sound policies should not only be formulated but effectively implemented so as to address access, quality, and equity issues. Such policies should also take keen interest in adequate resource allocation to meet the high demands of Early Childhood Development Education.
References
Dodge, D.T. & Colker, L.J. (1992). The Creative Curriculum for Early Childhood. Washington, DC: Teaching Strategies Inc. Kipkorir, L.I. & Njenga, A.W. (1993).
A Case Study of early Childhood Care and Education in Kenya. Paper prepared for the EFA Forum 1993, New Delhi, 9-10 September [url=http://www.rtnagel.com/airjordan.php]nike air jordan pas cher[/url] 1993. Retrieved May 20, 2011 from [link widoczny dla zalogowanych] download/va1cseca.pdf. van de Linde, T. (2005).
Influencing and developing good policy in Early Childhood Development (ECD) amongst pastoralist communities in East Africa: The case of Samburu in Kenya. Retrieved May 20, 2011 /Publications/Theme%201/Pastoral%20conference/Papers/Tanja%20van%20de%20Linde%20paper.pdf Offenheiser, R. & Holcombe, S. (2003). Ch
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