Effect of Child Centred Methods on Teaching and Learning of Science Activities in Pre-Schools in Kenya

Autor/in	Andiema, Nelly C.
Titel	Effect of Child Centred Methods on Teaching and Learning of Science Activities in Pre-Schools in Kenya
Quelle	In: Journal of Education and Practice, 7 (2016) 27, S.1-9 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Student Centered Learning; Science Instruction; Science Activities; Preschool Education; Foreign Countries; Teaching Methods; Teacher Attitudes; Principals; Administrator Attitudes; Preschool Teachers; Questionnaires; Interviews; Observation; Check Lists; Correlation; Discovery Learning; Student Interests; Student Needs; Instructional Effectiveness; Science Process Skills; Kenya + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pre-school education; Vorschulerziehung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Principal; Schulleiter; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Checkliste; Korrelation; Entdeckendes Lernen; Studieninteresse; Unterrichtserfolg; Kenia
Abstract	Despite many research studies showing the effectiveness of teacher application of child-centered learning in different educational settings, few studies have focused on teaching and learning activities in Pre-Schools. This research investigates the effect of child centered methods on teaching and learning of science activities in preschools in West Pokot County, Kenya. The study was descriptive in nature as it sought pre-school teachers and head teachers views. The instruments used for this study were; questionnaires, interview guide and observation checklist by the researcher. A total of 168 teachers and 35 head teachers responded to the research questionnaires. The research results showed that there existed significant relationship (p<0.01) between four child centered approaches and pupils teaching and learning of science in public early childhood education centres. For instance, use of child discovery (r = 0.370 and p = 0.001) and activity based approaches (r = 0.360 and p = 0.001) had higher correlations compared to child interest (r = 0.215 and p = 0.007) and child needs approaches (r = 0.181 and p = 0.024). The study concluded that teachers' use of child-centred approaches affected pupils' acquisition of science skills in schools. The study recommends that teachers should change their classroom learning to allow learners regular interaction with the outside the classroom (active learning). (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01