Academic environment for students, teachers, ministry and other education subsystems

Justify why there should be more investment by the state in the education of its children rather than leaving to the families.

30/9/2021

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Why there should be more investment by the state in the education of its children rather than leaving it to the families.

For them to be future leaders in the generation.
To give them strong foundation, to be self-reliant and face life's challenges.
To fulfill the norms, values of a society and to become acceptable and useful / respected members of the society.
Preparation for future living.
Integrating the school with society and the process of learning with actual problems of life.
To equip children with the qualities and capabilities required to cope with the problems Of a fast — changing world.
To produce critical — minded individuals who would continue to grow intellectually and morally upright.
To instill the belief that childhood is an important period of human growth and development.

Justify why there should be more investment by the state in the education of its children rather than leaving to the families.

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Explain the principles and application of the following philosophers' theories to the modern ECDE in Kenya.

30/9/2021

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Principles and application Of following philosopher's theories to the modern ECDE in Kenya .

Friedrieh Wilhelm Froebel. (1782 — 1852)

A German educationalist known as the originator of the 'Kindergarten System'. He encouraged the creation of educational environment that involved practical work and the direct use of materials. He insisted on the essence of play. His concern was the teaching of young children through educational games in the family. Friedrich's philosophy of education is encompassed by the four basic components of: - Free expression - self — activity, creativity, social participation and motor expression. He believed that stimulating voluntary self-activity in the young child is necessary form of pre — school education.
- Free expression self — activity — especially free play activities, etc.
- Creativity — Use of materials and language in constructing reality.
- Social participation — Social interactions and homely environments.
- Motor expression — Psychomotor activity, fine and gross motor activity learning as opposed to vote learning.

Maria Montessori. (1870 — 1952)

An Italian doctor, her principles are based on:-

Respect for the child — Children should be respected as unique being with own educational needs.
The absorbent mind — Able to absorb learning experiences into their psychology as the way a sponge absorbs water when placed in it.
Sensitive periods — Children have sensitive when they learn.
The prepared environment — A child learns best in a rich prepared environment whereby you find a containing variety of play materials like dolls, balls, etc.
Self — Auto — Education — Children are able to educate themselves Once they are in a rich environment.
She emphasized on sequential learning of children. Meaning children can learn only so much at a time. Application aspects Of her ideas are found in:-
- Child centered learning.
- Provision Of attractive play and learning materials.
- Absence of teacher's desk.
- Lowered chalkboards for children.
- Outdoor for outdoor activities.
- Children's work done on the floor.

Explain the principles and application of the following philosophers' theories to the modern ECDE in Kenya.

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Highlight the roles of the missionaries in ECDE during pre — independence.

30/9/2021

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Roles of the missionaries in ECDE during pre - independence.

Their Christianization Of Africans through education influenced Africans towards giving their children education. This became the basis or foundation of the first African pre — schools.
They put up missionary centers alongside religious institutions and health centers.
They employed the ECDE centers' and fed the children in schools. The centers were used to promote the children's moral and religious development.
They let the government realize the plight Of children. Various reports made by missionaries in national and international forums influenced the thinking / philosophy of early childhood development in Kenya.

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How can the philosophy of resource mobilization be used in ECDE?

28/9/2021

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How the philosophy of resource mobilization can be used in ECDE.

In relation to philosophy resources mobilization, the term 'Harambee' is a slogan that was adopted by the president of Republic of Kenya the late Mzee Jomo Kenyatta. The harambee spirit called Kenyans to pull resources, capital and manpower together for the community development.
Through harambee schools, health centers, cattle dips and nursery schools were put up. Approximately 70 % Of the pre— schools today belong to the communities since independence.
Most public pre - schools and primary schools are built through harambee efforts.
Most nurseries in the villages are put up through communal resources mobilization.
School feeding programmes are initiated and sustained through joint efforts with the community.
Some Of the pre— school teachers are employed by the community.
Construction of some of the classes and libraries are done on joint efforts.
Communities donate food, help in material developments, feeding programmes, and growth promotions.

How can the philosophy of resource mobilization be used in ECDE?

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Discuss the effects of the 2nd world war on ECDE

28/9/2021

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Effects of 2^nd world war on ECDE.

From 1945 to 1948, strong men were recruited to the war and women started tilling land to provide for their families.
As they worked, the older children assisted them to earn a living for the family. This endangered the young children's education as they had to go to the farms along with their mothers or older siblings. Out of this concern, the establishment of the first pre-schools for Africans commenced which were referred to as nurseries, daycare centers or feeding centers. They were for safe custody Of children as their mothers worked in plantations and fathers in war.
The presence of Europeans and Asians pre — schools made source for Kenyans to realize the need for ECDE. Assisted by missionaries, their ideas were conceptualized after independence.

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Discuss the achievements made in ECDE in Kenya since independence

28/9/2021

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Achievements made in ECDE in Kenya since independence

1964 — Ominde Commission was formed to review the education system. It recommended the establishment of ECDE along other education facilities. Various government ministries were asked to provide ECDE services e.g. Ministry of Local Government, Ministry of Home Affairs, Ministry Of Social Services, Ministry of Health and Ministry of Education. Religious bodies also took the challenge and started ECDE centers and schools alongside, health centers.
Private institutions started their day care services.
In 1971 a joint venture Of the Kenyan government and Bernard Van Leer Foundation embarked on a project called "Pre- school Education Project", to train pre—school personnel teachers and supervisors.
Kindergarten Head teachers Association (K.H.A.) was influenced by pre — school Education Project.
In 1982 — Malindi seminar was held by the MOEST in conjunction with Bernard Van Leer Foundation to review the Pre — school Education Project, It led to:-
- Establishment of pre — school section in the Ministry of Education.
- Formulation of principles to guide pre - school education.
- Establishment of National Center for Early Childhood Education (NACECE) 1984.
- Establishment of District Centers for Early Childhood Education (DICECE) centers in a number of districts.

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Describe the various names used to refer to pre -school education before and after independence.

26/9/2021

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Describe the various names used to refer to pre — school education before and after independence.

Various names used to refer to pre — school education before and after independence.

Pre — school.

All formal activities offered to or carried out by children through organized supervision or care.

Pre—primary.

Two mandatory years before joining standard one.

Pre — unit.

The last year of formal pre — school.

Nursery.

Popular in rural areas, has its origin in the colonial nurseries established in the plantations.

Kindergarten.

Children of all ages, popular with centers that have been formed by the Kindergarten Head teachers Association (KHA) curriculum.

Play group.

Young children below three years spend most of their time playing and socializing.

Creche.

Referred to as day care centers, they are alternatives to leaving a child at home with the house help. Working class parents drop their children at these centers.

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Explain the impact Of African resistance movements to colonial rule on ECDE

26/9/2021

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Explain the impact Of African resistance movements to colonial rule on ECDE

Impact of African resistance movement to colonial rule on ECDE.

Most popular was Mau Mau resistance movement. From 1952, the movement was mostly active in Central and Eastern parts of Kenya.
Armed conflicts led to detentions of many young parents. Harassment of parents and children had a psychological impact. Their self — esteem was negatively affected.
Forced labour on the colonial plantations denied children the care they could have gotten from their parents. Parents had no time to train their children. This led to moral decay.
In the plantations, ECDE centers were established. The centers served as rescue centers for children whose parents were taken to war, detained or fled for fear Of being terrorized by the colonial rule.
The colonial masters banned many Of African customs, traditions and practices that were expected to instill cultural values in children.
Children perception of their parents was affected by the armed conflicts e.g. Their parents and Older siblings were beaten, chained or killed in their This was traumatizing and disrupting in their psychosocial development.

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Discuss how HIV/AIDs, Changing Structure and Child abuse have affected the ECDE programmes in Kenya.

25/9/2021

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Discuss how HIV/AIDs, Changing Structure and Child abuse have affected the ECDE programmes in Kenya.

Effects of HIV/AIDs, Changing Structure and Child abuse in ECDE programmes in Kenya.

HIV/ AIDs:-

Children are orphaned leaving them homeless and in need of basic needs.
Lack of opportunities especially in the child — headed families.
Children could be infected with HIV/ AIDS
Children affected or infected are unlikely to join pre — schools.
Frequent ailments are common among those infected. This will strain health care services for children.

Changing family structures:

Has affected the child rearing practices.
In nuclear and single parent families, children are lonely and live in crowded environments.
No room for being creative and innovative as most of their play materials are ready made.
Children from single parent homes may lack father or mother attentions, thus affecting their socialization.

Child Abuse.

Some children engage in child labour and they begin to head their families.
Common forms Of abuse e.g. Sexual molestation, Female Genital Mutilation (F. G. M), beatings, caning in schools, drug trafficking, using children to beg, unlawful confinements, witnessing killings, early marriages etc. These entire factors affect the enrolment in ECDE centers.
Increased violence, ethnic and political violence, changing family structures, etc. have led to the abuse and trauma of many children.

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