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Frontiers of Contemporary Education 
ISSN 2690-3520 (Print) ISSN 2690-3539 (Online) 

Vol. 1, No. 1, 2020 
www.scholink.org/ojs/index.php/fce 

1 
 

Original Paper 

Teacher Preparedness in the Implementation of Early Childhood 

Development Education in Kericho County, Kenya 

Joshua Manduku1*, Reginah Cherop2 & Zipporah Muia3 

1 University of Kabianga, Kericho, Kenya  
2 Kamobo Primary School, Kapsabet, Kenya  
3 St Patrick’s Primary School, Kericho, Kenya 

* Joshua Manduku, University of Kabianga, Kericho, Kenya 
 

Received: April 9, 2020         Accepted: April 23, 2020        Online Published: May 11, 2020 

doi:10.22158/fce.v1n1p1                     URL: http://dx.doi.org/10.22158/fce.v1n1p1 

 

Abstract 

The purpose of this study was geared towards the analysis of the teacher’s preparedness and their 

attitudes towards the selection and use of the instructional resources in ECDE centers in Kericho 

County, Kenya. The research was based on the ideas and concepts of curriculum theorists; Gross et al. 

(1971), Tyler (1949), Fullan (1982) and Shiundu and Omulando (1992). A conceptual framework 

showing the relationship between the independent and dependent variables was also conceptualized. 

The study adopted a descriptive survey design and utilized a mixed methods methodology and was 

carried out in Kericho Municipality Zone, Kericho County. Simple random and stratified sampling 

techniques were used to select respondents who comprised of a target population of 84 head teachers 

and 180 pre-school teachers to get the sample size of 25 head teachers and 54 pre-school teachers 

from the selected ECDE centers. Data was collected using questionnaires, observation checklists and 

an interview schedule. The instruments for data collection were piloted in the neighboring Belgut Zone 

to validate the tools and determine their reliability. Data was analyzed using descriptive and 

inferential statistics, this included frequencies and percentages and the hypotheses were tested using 

Chi-Square test of association. Data was presented in the form of graphs, charts, and tables. The study 

provides useful information for the education policy makers to produce relevant learning resources 

and course books for the ECDE teachers. The Government of Kenya (GoK) can use the findings to 

consider funding the pre-school education and improve teacher preparedness and attitudes towards the 

use of instructional resources. Teachers can use the findings to improve on their preparedness and 

attitudes towards the selection and use of instructional resources. The major findings of the study 

showed that teachers were prepared, and had a positive attitude towards the selection and use of 



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Instructional Resources. However, the status of the available materials in the centers were either 

inadequate, obsolete, dilapidated or unsuitable for use. 

Keywords 

teacher preparedness, attitude, selection, use of Instructional Resources, ECDE centers 

 

1. Introduction 

The Early Childhood Learning is an important system not only in Kenya, but also in other countries of 

the world (Young, 2012). According to the International Encyclopedia of Education (1985) it is 

referred to as a variety of types of provisions for young children designed to support and stimulate their 

intellectual development. A child receives a good start in life through the promotion of quality care, 

nurturing and safe environment (Froebel, 1963). According to many scholars and psychologists, 

aspects of Early Childhood Development and Education (ECDE) learning curriculum which acutely 

require Instructional Resources (IR) include the cognitive, affective and psychomotor domains. The 

study carried out in Botswana (1993-1995) found out that children who had been in pre-schools under 

well prepared teachers in terms of training were mostly still in school and the dropout figures were 

lower. The results were also obtained in other countries like Israel, Ireland, Colombia, Jamaica, 

Trinidad and even Kenya (Bernard Van Leer Foundations, 2002). There is therefore need to carry out 

research in the analysis of teacher preparedness, attitude and use of instructional resources in the 

implementation of ECDE curriculum in Kenya. 

Therefore, young children learn well by interacting with the real materials in their learning 

environment. The ECDE learning becomes operational through the use of a variety of well selected, 

relevant learning resources, practical skills and abilities are well taught by the help of resources. Truly, 

too much teacher talk is boring and ruinous to the pupils. From NACECE Report (2006), learners 

require a child friendly environment where a teacher sets the learning corners full of resources as per 

the theme or activity content. Materials are changed or renewed from time to time as children explore 

and learn freely in indoor and outdoor activities.  

This can only be effective when teachers are well trained and prepared in the selection and use of 

appropriate variety of instructional resources (Ongus, 2003). The main purpose of ECDE learning in 

Kenya is mainly to help the child to acquire language and communication skills; manipulative and 

numeric skills in concept handling, reading and writing skills. The child should also acquire positive 

attitudes towards education; grow physiologically, morally, spiritually and emotionally. If instructional 

resources are acquired and effectively utilized by well prepared teachers, pupils will be ready to 

smoothly move from the pre-school stage to the primary school level without difficulties.  

The belief that early learning begets later learning and success, just like early failure begets later failure, 

has been validated in both economic and educational research (K.I.E., 2002). During ECDE learning, 

children enjoy non-serious play directed activities and it is the duty of the pre-school teacher to turn 

these non-serious selves into serious actors. This can only be achieved through the use of relevant 



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instructional resources because psychologists have proved that optimum learning takes a multi-sensory 

approach (Adeyanju, 2003). This is supported by Kariuki (2002) who argues that teaching should fire 

the enthusiasm of the child, motivating it to desire to learn and be active. He further emphasizes this by 

arguing that to learn a thing in life through doing is much more developing, cultivating and 

strengthening than to learn it merely through the verbal communication of ideas. ECDE requires a 

variety of instructional resources and highly trained and motivated teachers to prepare the tender 

children for class one.  

Latest developments have seen a global endeavor to prioritize early childhood care and education as a 

foundation for later learning and development, as evidenced by the Global Guidelines for Early 

Childhood Education and Care in the 21st Century (Association for Childhood Education 

International/World Organization for Early Childhood, 1999). Such efforts are a response to a variety 

of complex social issues and economic trends. These forces, which are referred to here as “complex 

family stressors”, include, but are not limited to, societal changes due to industrialization, the increased 

number of women with young children entering the labor force, families with two working parents, a 

rise in the number of single parents, and the demise of traditional systems of child care and extended 

family support systems (Cheruiyot & Kosgei, 2008).  

1.1 Statement of the Problem 

Early Childhood Development Education policies stress the use of plenty of relevant instructional 

resources to develop the totality of the child (NACECE, 2006). Learning has been ineffective in most 

ECDE centers with children having difficulties in mastering reading, manipulative, numeric and 

interpersonal skills despite the several studies on instructional resources (Cheruiyot & Kosgei, 2008). 

The ultimate goal of ECDE learning is the holistic development of the child. Although ECDE learning 

has aroused a lot of interest in Kenya, it still faces many problems in its implementation.  

Most ECDE teachers are of low academic qualifications (D+) and lack high professional training since 

most of them are mere form four school leavers who sometimes are demotivated by such conditions. 

Most teachers do lack adequate knowledge and skills for providing stimulating learning experiences for 

the children. Truly, teachers if well trained, determine the suitability of, select and utilize those 

instructional resources, which they believe will promote the achievement of the desired learning 

outcomes (NACECE, 2006).  

In some centers, children learn in poor environment with pre-school teachers using the rote teaching 

method of “talk and chalk”. Most ECDE centers are managed by untrained school leavers. This makes 

it exceedingly difficult for them to interpret the objectives and apply relevant curriculum methodology 

apart from not effectively selecting and using instructional resources (Cave & Mulloy, 2010). Research 

done also asserts that pre-school teachers’ lack high professional training and most of them only do 

attend workshops or seminars. The partnership ownership of ECDE learning centers to some extend 

hinders the progress of the curriculum implementation. 

 



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Cave and Mulloy (2010) emphasized the importance of teacher preparedness in terms of professional 

records preparation, academic and professional training levels of the pre-school teachers for effective 

ECDE implementation. Concerns have been raised over the state of the ECDE Programs with regard to 

the negative teacher attitudes towards ECDE learning, specifically in the selection and use of 

instructional resources due to low remuneration, lack of time and demotivation (DICECE, 2013). If the 

situation is left to continue, the child’s holistic development cannot be guaranteed in the 21st. 

1.2 Purpose of the Study 

The purpose of this study was to evaluate teacher preparedness in the implementation of Early 

Childhood Development Education in Kericho Municipality, Kericho County, Kenya. 

1.3 Objectives of the Study 

The specific objectives of this study were to: 

i)  Assess teacher preparedness and its influence on the selection and use of instructional materials in 

ECDE centers in Kericho County.  

ii)  Explore the attitude of teachers and its influence on the selection and use of instructional 

resources in ECDE centers in Kericho County. 

1.4 Research Hypothesis 

The study hypothesized that: 

Ho1: There is no significant relationship between teacher preparedness and selection and use of 

instructional resources. 

Ho2: There is no significant relationship between teacher attitudes’ and selection and use of 

instructional resources. 

1.5 Theoretical Framework 

This study was based on the ideas and concepts of curriculum theorists; Gross et al. (1971), Tyler 

(1949), Fullan (1982) and Shiundu and Omulando (1992). These curriculum theorists noted that the 

degree of success of a curriculum implementation depends on the scope to which several factors would 

be considered. The factors outlined by the curriculum theorists include the extent to which members of 

the school organization possess the capabilities and competencies needed to carry out the process of 

curriculum implementation, availability of resources, provision of management support and clarity and 

awareness of the objectives of the innovation, the attitudes of the implementers, recipients and other 

stakeholders. Oluoch (1982) emphasizes the need to design educational program for teachers involved 

in the implementation of new curriculum. Dalton (1988) contends that reforms can be good but their 

implementation may be inhibited by the way they are delivered. Good performance of students in 

examinations requires proper implementation. 

 

 

 

 



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Conceptual Framework  

 

 

Figure 1. Relationship between Teacher Preparedness and Teacher Attitudes and the Selection 

and Use of Instructional Resources 

 

2. Method 

This study adopted a descriptive survey research design. The study was conducted in Kericho 

Municipality Zone which is the headquarters of Kericho County. It lies on the Nairobi-Kisumu 

Highway, its geographical coordinates are 0o22’0” South, 35o17’0” East. It was chosen because of its 

nearness to the DICECE where new methodologies on the selection and use of instructional resources 

on ECDE learning were easily accessed. The study area has a sizeable number of pre-schools both 

public and private for easy assessment of teacher preparedness, attitudes and use of instructional 

resources in ECDE curriculum implementation. The population of the study was 264 subjects. The 

target population was 84 ECDE centers in Kericho Municipality Zone of which 30 were public and 54 

were private with 180 pre-school teachers (DICECE Kericho, 2013). The study targeted all the head 

teachers and pre-school teachers at the ECDE centers in the Zone. The sample size consisted of the 

following respondents: 25 head teachers and 54 pre-school teachers in Kericho Municipality Zone that 

is 30% of the target population. Samples were picked from the ECDE centers using stratified and 

simple random sampling techniques. This was chosen to delimit the research and gather sufficient data 

within the cost and time restraints. 

Questionnaires, interviews and observations were used as methods for the collection of data. Piloting of 

instruments was done in the neighboring Belgut Zone. Content validity was ascertained by giving the 

instruments to experts for validation. Test-retest and split half reliability tests were conducted with the 

help of Cronbach Alpha coefficient and a coefficient of 0.70 was realized. The test-retest gave a 

reliability coefficient of 0.67 using the Pearson Product Moment Correlation. 



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Based on the data evaluation instruments, quantitative and qualitative data analytical techniques were 

utilized. Data from questionnaires was analyzed in frequencies, means and percentages using the 

Statistical Package for Social Science (SPSS). Qualitative data from the questionnaires was analyzed in 

themes and categories identifying similarities and differences that emerged. The SPSS was used to 

generate frequency distribution tables. A descriptive statistical method was used and adopted to 

calculate the percentages and means. The researcher drew conclusions concerning teacher preparedness, 

attitude and use of instructional resources in teaching and learning in ECDE centers, basing on the 

research objectives. 

2.1 Limitations 

The study made a causal conclusion on the association between the variable’s teacher preparedness and 

teacher attitudes and selection and use of Instructional Resources. However, there is a possibility that a 

third variable not mentioned in the study caused the two variables without there being a causal 

relationship between the two variables. Therefore, alternative explanations cannot be ruled out. This, 

therefore, calls for future studies to focus on using different designs that would control the influence of 

confounding variables. 

This study was carried out on specific groups of people, certain situations, and only some of the 

possible conceptualizations of variables. Thus, the findings of this study may not be generalized to 

other people, situations or conceptualizations of variables. This, therefore, calls for future research to 

focus on those groups of people, situations or conceptualizations of variables not studied. 

 

3. Discussion 

Assess Teacher Preparedness in the use of the available Instructional Materials in ECDE Centers 

The first objective of this study was to find out whether teachers were prepared in the use of the 

available instructional materials in teaching and learning in ECDE centers. To achieve this objective, 

the respondents were asked to respond on several items that the researcher considered important. They 

included; use of instructional resources, whether they had enough training on selection and use of 

instructional resources, make instructional resources for learners, plan for use of instructional resources, 

whether the use of instructional resources enables one to summarize voluminous concepts and learning 

contents, often use of teaching and learning resources, attended training and workshops on preparation 

and use of instructional resources. This was in an attempt to answer the first research question. “Does 

the teacher preparedness influence the use of the available instructional resources in the teaching and 

learning in ECDE centers?” The researcher used the 5-point Likert scale, i.e., Strongly Agree (SA), 

Agree (A), Neutral (N), Disagree (D) and Strongly Disagree (SD) but later collapsed them into 3 during 

analysis, i.e., Agree (A), Neutral (N) and Disagree (D). Table 1 gives a summary of the respondents’ 

information. 

 

 



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Table 1. A Table Showing an Assessment of Teacher Preparedness in the Use of Available 

Instructional Resources  

Item 
Agree Neutral Disagree Total 

F % F % F % F % 

I am prepared when using 

instructional resources 
75 94.9 4 5.1 - - 79 100 

Have enough training on selection 

and use of IR 
62 78.5 11 13.9 6 7.6 79 100 

I make IR for my learners 69 87.3 11 13.9 6 7.6 79 100 

Plan for use of IR 65 81.2 6 7.6 8 11.2 79 100 

Use of IR enables summaries of 

volumes of concepts 
70 88.6 - - 9 11.4 79 100 

Often use teaching and learning 

resources 
61 77.2 5 6.3 13 16.4 79 100 

Attended training on preparation 

and use of IR 
47 59.5 1 1.3 31 39.3 79 100 

Have attended seminars and 

workshops on teaching and 

learning in ECDE centers 

43 54.4 1 1.3 35 44.3 79 100 

 

From Table 1 above, majority of the respondents, 75 (94.9%) agreed that they used the available IR in 

the teaching and learning in the ECDE centers and those undecided were 4 (5.1%). A good number 62 

(78.5%) agreed that they had enough training on the selection and use of IR, while 6 (7.6%) disagreed.  

Data collected indicated that in ECDE centers without sufficient IR, the teachers improvised as 

indicated by 69 (87.3%) and 11 (13.9%) were undecided. Those who planned to use IR were 65 

(81.2%). The respondents, 70 (88.6%) agreed that use of IR made it possible for them to cover several 

volumes of concepts. This shows that concepts were easily understood by children as argued by 

NACECE (2006). It was vivid that 61 (77.2%) of the respondents agreed that they often used IR, while 



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those who were undecided were 5 (6.3%) and 13 (16.4%) disagreed. The respondents 47 (59.5%) 

agreed that they had attended a training on preparation and use of IR while a good number 31 (39.3%) 

had not and only 1 (1.3%) was undecided.  

About half of the respondents 43 (54.4%) agreed to have attended seminars and workshops on the 

selection and use of IR in ECDE centers, 1 (1.3%) was undecided while 35 (40.3%) disagreed. Whaley 

(2005), noted that workshops and seminars are effective in improving the teacher preparedness, attitude 

and use of IR in the ECDE curriculum implementation. 

 

Table 2. Availability of IR in the ECDE Centers  

Item 
Adequate  Inadequate Not Available Total 

F % F % F % F % 

Head teacher’s office 31 39.2 47 59.5 1 1.3 79 100 

Staffrooms 7 8.9 66 83.5 6 7.6 79 100 

Libraries 4 5.1 9 11.4 66 83.5 79 100 

Models 7 8.9 63 79.7 9 11.4 79 100 

Store 7 8.9 8 10.1 64 81.0 79 100 

Instructional resources 18 22.8 61 77.2 - - 79 100 

Chalkboards 76 96.2 3 3.8 - - 79 100 

Electronic Media 2 2.5 3 3.8 74 93.7 79 100 

Outdoor play resources 11 13.9 61 77.2 7 8.9 79 100 

Appropriate furniture 75 94.9 4 5.1 - - 79 100 

Syllabus copies 77 97.5 2 2.5 - - 79 100 

Realia 6 7.6 66 83.5 7 8.9 79 100 

Spacious ground 28 35.5 43 54.4 8 10.1 79 100 

 

 



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The researcher wanted to establish whether IR were either adequate, insufficient or not available in 

ECDE centers. The researcher further carried out an observation to find out the existence of IR 

facilities in ECDE centers. Table 2 above shows that the head teachers had offices except in one 

instance where there was none. They were however, not well placed at strategic positions for easy 

access. In terms of staff rooms, 7 (8.9%) had adequate, a big proportion 66 (83.5%) were inadequate, 

while 6 (17.6%) centers had none at all. This impacted negatively on the teachers’ preparation as 

argued by Ongus (2003) who agrees that staffrooms are necessary facilities for teachers’ preparation 

sessions. It was observed that 4 (5.1%) had adequate libraries, while 9 (11.4%) had inadequate and in 

66 (83.5%) ECDE centers were not available. Models were adequate only in 7 (8.9%) centers, while 

majority 63 (79.7%) had inadequate and a few 9 (11.4%) had none at all. Centers with adequate stores 

were only 7 (8.9%), while 8 (10.1%) had inadequate and most of them 64 (81%) had no stores. In all 

centers it was observed that each had some instructional resources in one form or the other, though they 

were inadequate as reported by 61 (77%), while those with adequate were 18 (22.6%). This explains 

why children have had difficulties in mastering reading, manipulative, numeric and interpersonal skills 

due to lack of hands-on activities (Epstein, 2009).  

Availability of chalkboards was adequate in 76 (96.2%) and inadequate in only 3 (3.8%) of the ECDE 

centers. Almost all centers 74 (93.7%) had no computers or laptops, the few centers with the same, 5 

(6.3%) were all private ECDE centers.  

A few centers 11 (13.9%) had sufficient playgrounds, while 61 (77.2%) had inadequate playgrounds. 

The age of learners requires adequate playgrounds. Almost all centers 75 (97.5%) had enough furniture 

for use by learners.  

Only 4 (5.1%) had inadequate number of furniture. The findings were also similar to those of Mwangi 

(2004) who asserted that learning is strengthened when there are enough IR.  

Majority 77 (97.5%) of the centers had adequate copies of syllabus except 2 (2.5%) who had 

inadequate copies of syllabus. Realia were only adequate in a few centers 6 (7.6%), but inadequate in 

66 (83.5%) centers, while 7 (8.9%) centers had none at all. Spacious grounds were adequate in 28 

(35.5%), 43 (54.4%) were inadequate and unavailable in 8 (10.1%). 

An interview with the school head teachers (Kericho Primary School) revealed that most of the 

instructional resources were sufficient in private ECDE centers unlike in the public ECDE centers 

where they were insufficient as was also observed by Batwini (2010). It was evident that the pre-school 

teachers used the available instructional resources in the teaching and learning in the ECDE centers. 

Majority of the head teachers agreed that the parents were not willing to finance the purchase of 

relevant IR as was also supported by Ongus (2003). This summary is tabulated in the table below; 

 

 

 

 



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3.1 Attitude of Teachers and Its Influence on Selection and Use of Instructional Resources in ECDE 

Centers 

The second objective of this study was to explore the attitude of teachers and its influence on the 

selection and use of instructional resources in ECDE centers.  

To achieve this objective, the respondents were asked to respond to several items; use of instructional 

resources is boring, have enough training, I make instructional resources for my learners, plan for use 

of instructional resources, use of instructional resources allow interaction of children, the use of 

instructional resources enable one to overcome classroom limitation and use of instructional resources 

make children enjoy their learning. This was in an endeavor to answer the second research question 

“What is the attitude of the teachers on the selection and use of instructional resources in ECDE 

centers?” The results were presented in the Table 3 below.  

 

Table 3. Attitude of Teachers 

Item 
Agree Neutral Disagree Total 

F % F % F % F % 

Use of IR is boring 0 0 4 5.1 7.5 94.9 79 100

Have enough training  62 78.5 11 13.9 6 7.6 79 100

I make IR for my learners 69 87.3 4 5.1 6 7.6 79 100

Plan for use of IR 65 82.3 6 7.6 8 10.1 79 100

Use of IR allow interaction of 

children  

73 92.4 1 1.3 5 6.3 79 100

The use of IR enables one to 

overcome classroom 

limitation  

76 96.2 1 1.3 2 2.5 79 100

Use of IR make children 

enjoy learning 

71 89.9 6 7.6 2 2.5 79 100

 

A good number of preschool teachers from table 3 above 75 (94.9%) disagreed with the assertion that 

use of IR was boring in the teaching and learning at their ECDE centers.  



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It showed a strong desire to use IR as supported by Ololube (2006). In terms of training, their 

perception on the use of IR improved as 62 (78.5%) agreed while only 6 (7.6%) felt it never 

contributed at all. 

It showed that those who made IR for their learners were 69 (87.3%), a clear sign of interest in 

providing IR for their children, those who never bothered to make IR were 6 (7.6%) which is negligible. 

This is a positive sign that teachers are willing to teach using IR. 

Before teaching, those who planned to use IR were 65 (82.3%) while those who taught without were 8 

(10.1%). Effective teaching was achieved by making appropriate plans and using relevant IR (GOK, 

2006).  

Sharing and interaction amongst learners was noticeable as shown by 73 (92.4%) respondents. This 

showed concern on the part of teachers that socialization was improved when IR were used as noted by 

Lynch (2007).  

With use of IR by learners, a majority 76 (96.2%) respondents agreed that it made them easily use a 

classroom effectively, whether small or big. Learners became quite involved on the task at hand. A 

total of 71 (89.9%) respondents said that IR made children enjoy coming to ECDE centers and learn 

what was being offered through hands-on activities (Cook, 2002). Only 2 (2.5%) respondents saw no 

connection between IR and active attendance by learners.  

On the attitude of teachers and its influence on preparedness of the selection and use of instructional 

resources, 75 (94.9%) agreed that it has a life contribution. None disagreed with the assertion. For 

learners to enjoy all activities seventy-one (89.9%) respondents agreed that use of instructional 

resources was necessary while those who disagreed were 2(2.5%) while only 6 (7.6%) were undecided. 

The findings are in agreement with Eduser (2009) who noted that teachers’ attitudes influence the 

selection and use of IR in a teaching and learning situation.  

This is reflected on Table 3. Cook (2002) supports the view that effective teaching and learning cannot 

take place without essential instructional resources.  

3.2 Hypothesis Testing 

Ho1: There is no significant relationship between teacher preparedness and selection and use of 

instructional resources. 

Ho2: There is no significant relationship between teacher attitudes and selection and use of instructional 

resources. 

 

 

 

 

 

 

 



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Table 4. Chi-Square Results Showing the Relationship between Teacher Preparedness, and 

Teacher Attitudes and the Selection and Use of Instructional Resources 

 Teacher preparedness Teachers attitude 

Chi-Square 493.455 354.545 

Df 4 4 

Asym. Sig 0.000 0.000 

 

A Chi-Square test was calculated comparing the frequency of teacher preparedness and selection and 

use of instructional resources. It was hypothesized that no significant relationship existed between 

teacher preparedness and selection and use of instructional resources. 

A significant relationship was found (2)=493.455, df 4, P=0.00, for teacher preparedness and 

2=354.545, df 4, for teacher attitude as shown in Table 4. The results show that in both cases the P 

value 0.000 was less than 0.05. Therefore, there was a significant relationship between teacher 

preparedness and teacher attitudes and selection and use of instructional resources in public ECDE 

centers in Kericho County. The two attributes are therefore associated in reality and they are not as a 

result of some chance factor. 

 

4. Results 

4.1 Teacher Preparedness in the Use of Available Instructional Materials in the Teaching and 

Learning in ECDE Centers  

The first objective of this study was to assess teacher preparedness in the use of available instructional 

materials in the teaching and learning in ECDE centers in Kericho County. According to Musau (2004), 

an instructional material is an object or means of communication process that stores and distributes 

human experience or knowledge, therefore the totality of the information carrying devices. He 

continues to say that utilization of the instructional materials in teaching is associated with the function 

of the teacher as the manager of the instructional process. It is important for the teacher to arrange the 

mechanics of the presentation and also plan to make the materials meaningful to the learners. 

Results presented in this study indicated that majority of the teachers agreed that they used the available 

IR in the teaching and learning in the ECDE centers. This is in agreement with Indire et al. (2000) who 

states that concrete and proper use of teaching/learning aids often gives concrete representation to most 

abstract ideas and thus makes their meanings clearer.  

 

 

 



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Instructional resources and aids are therefore essential and useful tools because they promote 

understanding of concepts and principles, they enrich and enliven teaching, they concentrate interest 

and attention, they speed up communication and thereby make the teaching process more efficient and 

effective. They also make pupils remember more of what they learn.  

On the training and selection of IR, majority of the teachers are in agreement that they attained enough 

training in the selection of IR. Bennars (2003) observed that instructional resources are very important 

in the teaching of any subject. Teachers are trained to prepare and use instructional resources because 

they are essential ingredients in teaching and learning. Developmental psychologists stressed the role of 

concrete operational experience for children. When instructional resources are well used, there is 

maximum learning achieved by each individual learner. Today, much more improvement in the 

development and use of instructional resources has been done because of the advancement of 

technology. Teachers select, plan and present their instructional materials basing on many factors that 

can help them realize their instructional objectives (Berl, 2005). 

The findings showed that teachers improvised instructional materials, this is in agreement with Berl 

(2005) who says that teachers ought to be resourceful and design materials which can allow their 

learners achieve in a lesson. The respondents also agreed that the use of IR made it possible for them to 

cover several volumes of concepts.  

In all schools visited, the most adequate IR were chalkboards, furniture and syllabus copies. While 

other materials like handouts, models, charts electric media, realia, play ground and other IR were 

inadequate in centers (Table 2). Libraries, store and electric media were not available as cited by the 

respondents. Interviews conducted to head teachers confirmed the same. Most of the head teachers 

agreed that they had sufficient chalkboards, charts, pictures, textbooks, models and realia, while toys, 

photographs, models and outdoor play resources were unavailable in quite a number of the centers.  

4.2 Attitude of Teachers and Its Influence on the Selection and Use of Instructional Resources  

The findings of the study showed a good number of preschool teachers either enjoyed using IR or plan 

to use IR in their lessons. They agreed that they had enough training on the use of IR which is contrary 

to the findings of Anyanwu (2005) who says that many of the school teachers are ignorant of using 

those instructional materials and induction courses, lectures, and seminars are not organized in the 

teaching profession as they are organized in the civil services to up-grade knowledge and to facilitate 

the use of sophisticated instructional materials. Teachers also do not make maximum use of the few 

instructional materials at their disposal, because many of them do not have the knowledge of operating 

them. Developmental psychologists stressed the role of concrete operational experiences for children. 

When instructional resources are well used, there is maximum learning achieved by each individual 

learner. Today, much more improvement in the development and use of instructional resources has 

been done because of the advancement in technology. Teachers select, plan and present their 

instructional materials basing on many factors that can help them realize their instructional objectives 

(Berl, 2005). 



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Published by SCHOLINK INC. 

Use of IR made pupils enjoy learning and increases attendance. The attitude of teachers towards 

teaching pupils was enhanced by use of IR. With enough training, using IR improves and incase they 

were not available, teachers improvised.  

It can be stated that the attitude of teachers and its influence on selection and use of IR contributed 

significantly to learning and teaching of pupils in ECDE centers. 

 

5. Conclusions 

Teachers reported that they were well prepared on the use of available IR in teaching in ECDE centers in 

Kericho Municipality Zone. They however, noted that the status of available instructional materials, 

equipment and facilities were inadequate, obsolete, dilapidated and unsuitable for use. The availability of 

instructional materials to a large extent is influenced by the teachers’ preparedness. There was a positive 

significant relationship between teachers’ attitudes and the selection and use of IR. 

Majority of the teachers had positive attitudes about the selection and use of IR; however, some of them 

were concerned about the state and inadequacy of the IR in the ECDE centers in the Zone. The study 

findings in this research indicated that pre-school teachers did not maximize the use of instructional 

resources in teaching and learning in ECDE centers. There was also a positive significant relationship 

between teachers attitudes and the selection and use of IR. 

 

6. Recommendations 

Based on the findings from this study, the following are recommended:  

There is need for the government to fund ECDE centers for the purchase of relevant IR. Also the 

government should introduce capacity building courses which would improve the creative skills of 

pre-school teachers to develop IR for effective ECDE curriculum implementation.  

Based on the conclusions, the study recommends that ECDE teachers be employed by the Kenyan 

government, with a clear and effective scheme of service like other teachers at other levels. This will 

motivate and instill in them a positive attitude towards selection and use of IR in teaching and learning in 

ECDE centers.  

 

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