ABSTRACT
Pre-school environment is one of the major aspects that greatly determine the achievement of children in the learning process. School environment affects almost all indicators of quality learning process including health, psychological, emotional and behavioral aspects. However, the perception of preschool environment may differ depending on the parents’ social class. This study therefore, intended to establish whether parents’ perceptions of quality of preschool environment could be influenced by parents’ socio-economic status. The study employed the Social Exchange Theory to examine how perceptions of parents on quality of preschool environment are shaped by their socio- economic status namely: occupation, education and level of income. The study employed a comparative research design targeting 25 preschools, 1300 parents and 25 caregivers in Embakasi East Sub-county. A sample size of 130 parents and 16 caregivers from 16 preschools. Questionnaires were used to collect data from parents. The research instruments were subjected to reliability and validity tests in order to ensure accuracy and correctness of the information provided. Data were analysed descriptively using measures of central tendency and measures of dispersion. The data collected and analysed enabled the researcher to conclude on whether certain preschool environments by parents were influenced by their socio-economic status, hence the findings tend to benefit the management of the preschools, teachers, Ministry of Education, Science and Technology and also the parents themselves. Parents had varied perceptions towards the quality of the pre-primary school environment as majority admitted that various factors influence their choice of school their children attend. From the study, it was evident that parents in most cases desire the best environment for their children as can be seen from their responses geared towards safe, secure, quality instructional materials, an all-round curriculum, qualified and competent teachers as well as schools which upheld high discipline standards. It was evident that parents of different occupations perceived the quality of pre-school differently with those in casual employment not having any major perceptions regarding the quality of pre-school environment. However, this difference in perception was not statistically significant hence it was concluded that occupation does not significantly influence the perception of parents in Embakasi sub-county in the quality of pre-primary school environment. It was also evident that parents with primary school education had the lowest means regarding their perceptions towards pre-primary school environment while those with degree education had highly varied views on the quality of pre-primary school environment. However, it was found that despite these differences, the perceptions of parents were not influenced by the parent’s level of education as the results were not statistically significant. Parents who participated in the study had different economic capabilities though majority were found to earn below ten thousand shillings every month. As such, it was observed that the perceptions on the quality of education was high among parents who earned more than forty thousand each month as compared to those earning less than ten thousand shillings. However, despite these findings which seem to indicate that parents earning more money have higher expectations on their perceived quality of pre-school environment, the statistical analysis revealed that the differences in mean across the various groups were not statistically significant. The study recommends that preschool management should be keener on the kind of school environment they expose children since it influences parents’ perception, though not significantly.
CHAPTER ONE
INTRODUCTION AND BACKGROUND OF THE STUDY
Introduction
This chapter presents background to the study, statement of the problem, purpose of the study, research objectives, research questions, significance of the study, study assumptions, limitations and delimitations, theoretical framework, conceptual framework and operational definition of terms
Background to the Study
As early childhood education moves up front and at the core of public debates, consideration is being paid to early proficiency and how different partners view it. Early proficiency has for some time been perceived as vital in dialect and education preparation of youngsters to prevail in school and further down the road (Mwaura, Sylva and Malmberg 2008). In this way, the quality and viability of preschool conditions are essential for youngsters’ learning procedures. The nature of the preschool condition is connected with scholarly accomplishment, diminished review maintenance, higher graduation rates and improved profitability (Nores, $ Barnett, 2010). The Reggio Emilia approach made by Loris Malaguzzi best compresses the association between the pre- school condition and the school condition. The idea expresses that youngsters are capable students, and their advantage should control grown-ups on the choices made when outlining the class and playing condition and also materials for learning and playing to
augment their level of engagement. However, where children go to school is subject to their parents’ choice. Whether parents consider as important or less important, they will choose certain schools at the expense of the others. Basically, perceptions are shaped by various factors such as parents economy, level of education as well as the type of work they do (Homese, 2014).
The Oxford Dictionary seventh version characterizes the environment as the conditions that encompass somebody. Webster’s New World College Dictionary additionally portrays it as the conditions, circumstances, and impacts surrounding and influencing the improvement of a living being or a gathering of living beings. The environment is additionally characterized as the mix of outside physical conditions that affect and impact the development, improvement, conduct, and survival of living beings by The American Heritage Dictionary of the English Language. Along these lines, the preschool condition envelops the elements affecting the connection with indoor and outside exercises that offer open doors for youngsters to set objectives and hold on in completing the plans while obtaining new learning and aptitudes. These incorporate arranged directions, materials, outfitting, day by day schedules and relations amongst grown-ups and kids with kids. Moreover, nature ought to suit arranged and spontaneous and additionally organized and unstructured encounters.
Pre-school is optional in German Schools and unlike many other countries around the globe, children are placed in mixed-age classes. It is, therefore, common to find children aged between three to six years in one class. Homese (2014) found that the lack of high- quality pre-school environment in Germany is still rare and influences the children’s
academic skills especially due to its mixed-age classes. The study further determined that numeracy competency differs with the quality of the pre-school environments. The amount of space, also influence the learning outcomes according to New Jersey Department of Education (2014). The report states that most of the children who are physically challenged, English Language Learners and from disadvantaged backgrounds do not have access to quality preschool environment compromising its quest to ensure access to quality education. Moreover, the report cites that there existed a social class line when analysis was done on parents’ choice of schools. Parents who were categorized as economically well were found to choose schools based on environmental quality and availability of resources despite the fact that such schools were more expensive than others. This implies that perception on quality of preschool environment has been a factor of consideration when German parents choose the schools where they take their children. The same case is reflected in India and China where overcrowding and limited space prevents access to the quality environment (Nores, & Barnett, 2010).
Most of children’s decisions are influenced by their parents. The choice of schools they go when they are young will depend largely on their parents’ perception of such schools. A study done by Manfra, Carlo and Coggeshall (2015) in Columbia found that parents perception of the preschools where they took their children was largely determined by certain socio-demographic characteristics such as level of education and occupation. The study found out that most parents who were educated and had well-paying jobs hake tendency of choosing similar class of schools while poor parents seemed to be swayed by cost to of education before taking their children there. Basically, poor and less educated
parents were found to take their children to poorly maintained schools, whose buildings were characterized by dilapidation and their environment generally polluted.
The school environment is greatly influenced by the safety of the pre-school environment. No meaningful teaching and learning can take place in an unsafe environment; hence, the government of Kenya through the Ministry of Education has safety standards and policies to ensure a safe and secure environment for learners and staff. According to the Safety and Health Manual (2008), it is illegal for teachers to use any form of violence whether physical, verbal or emotional on the learners. The same applies to learner-on-learner violence. The manual also stipulates that the school environment should be free of any hostility by accommodating the needs of its learners. Kopko (2014) argues that this can be done through proper demarcation of school ground, adequate and well-maintained facilities like toilets and sanitation facilities and adequate space for learning. These standards are further emphasized in the Kenya ECDE Policy Framework, (2006) which recognizes that the needs of children are complex and diverse hence the need for an environment that caters for their mental, physical, social, emotional, moral and spiritual needs. It calls on all stakeholders to act responsibly by providing a quality environment (Janus, & Offord, 2007).
Countries in Africa and mainly Sub-Saharan Africa have made progress in expanding their primary education as evidenced in Mozambique’s increased enrollment by 50% between 1998 to 2010 (Kopko, 2014). However, entry to preschool is delayed and characterized by the lack of toys, books, furniture and other learning materials limiting maximum physical and cognitive growth necessary for adequate brain development.
Many countries including Uganda, Nigeria, and South Africa have developed policy frameworks that stipulate measures to organize and manage safety, but these measures have not been fully implemented (Janus, & Offord, 2007). For instance, the planning, safety, and use of the pre-school environment are the duty of school and community committees in charge of preschool education in most African Countries. They are mandated to ensure that resources are mobilized to ensure a safe, secure and caring environment that meets the learning needs of the children (Anders, Rossbach, &Weinert, 2012).
Current studies in Kenya show that preschool environments are lacking in aspects of infrastructure availability and accessibility of learning materials. As most preschools in the country are community owned, there is lack of adequate furniture apart from those sponsored by Non-Governmental Organizations (Anders, Rossbach, &Weinert, 2012). Studies further revealed that the furniture does not match the physical size and stature of children; hence is causes postural discomfort and pain. Pre-schools around the country also lack good quality instructional materials relevant to the experiences of pre-school children and related to their cultural and language acquisitions vital in stimulating interest and assisting in academic achievement (Early, Iruka, Ritchie, Barbarin, Winn, Crawford, 2010). Poor environmental health in the schools is also common leading to widespread infections from communicable diseases. ECD teachers were also found lacking in proper training to provide a sustaining school environment for the children (Wangari, 2014).
These studies provide tips on the quality of school environment in pre-school referencing the small enterprises across the country. However, these studies do not address the
instructional processes and how this aspect of pre-school environment influences the parents’ perception. Mwaura, Sylva, and Malmberg (2008) identified that safety, health, equity and inclusion are crucial elements that influence the preschool environment. These elements need to be effective, well-connected and cohesive to provide a quality school environment. Wangari (2014) conducted a study in Nairobi examining why children whose parents are illiterate are most likely not enrolled in pre-schools. However, none of these studies focused on the link between preschool environment and parents’ socio- economic status. It is within this background that this study intended to establish perceptions of the quality of preschool environment are influenced by parents’ socio- economic status.
Statement of the Problem
Pre-school environment is one of the major aspects that greatly determine the achievement of the children in the learning process. School environment affects almost all indicators of quality learning process including health, psychological, emotional and behavioral aspects. However, the perception of preschool environment may differ depending on the parents’ social class. Davis-Kean (2005) explains that parents’ socio- economic status has been found to influence various aspects of child’s development including achievement in learning process. As such, there is likelihood that some children are greatly disadvantaged as a result of differences in their parents’ socio-economic characteristics. In the long run, some children fail to reach their full potential and hence achieve less in their lives. This study therefore, intended to establish whether perceptions on preschool environment could be influenced by parents’ socio-economic status.
Embakasi Sub-county is a metropolitan section of Nairobi County where people of different social class hail. The area has people with various occupations. Similarly, there appears to be preschools that attract children from certain social classes. For instance, parents from slum areas have been found to prefer similar preschools while those from well-developed sections tend to take their children to prestigious schools around. Barnett (2004) established that most pre-schools have caregivers and teachers of the same qualifications yet parents from different occupations prefer certain preschools to others. This study intended to establish whether different parents’ socio-economic status may have a role to play in perceptions of pre-school school environment.
