Ideas of Early Childhood Development and Education (ECDE) can be traced back to 400 BC in Plato’s book, “The Republic”. Plato encouraged that early childhood education ought to be made exciting, and attractive through music, plays, number work and geometrical exercises which are implemented better in a rich indoor and outdoor environment [1]. The competent use of instructional resources in pre-primary is anticipated to improve classroom interaction which results in good achievements in learning.

In Africa, according to African Network for the Prevention and Protection Against Child Abuse and Neglect [2] several young children study in institutions which are inappropriate, derelict, and inequalities exist in terms of facilities available for children. It is consequently, unlucky that not every child affords the opportunity to attend a worthy quality pre-school. Kiruki, [3] additionally, reports that the workload in preschools in several African nations is plenty since the syllabuses are wide hence children have no enough time to work on their own and to play outdoors. The state of affairs leaves several children deprived of proper alternatives for holistic development. Thus it’s imperative for ECDE centres to cater for the pre-school children physically, mentally; emotionally and to make children get ready for formal school education.

In South Africa, SACMEQ III [4] reports that instructional material (IM) improves child’s class involvement in learning activities. The report additionally states that instructional resources impact positively on the quality of teaching and learning. While some lights were shed on presence and utilization of instructional materials, the report was exclusively based on grade six.In a survey by Ashiona et al [5] on whetherInformation and Communications Technology (ICT) empower teachers to teach mathematics better in lower primary in Mombasa showed that teachers utilized tablets during instruction. Ashiona et al found out that due to utilization of ICT during lessons, lesson was very interactive and broke boredom brought about by rote teachings.

Ngware et al. [6] observe that quality and sufficiency of resources have an undeviating bearing on quality as they determine how successfully the programme is executed. Ngware et al argue that quality of education cannot be accomplished and sustained if the enough quality and quantity of resources and facilities are not provided.  Aside from course books, AHPRC claim that learning aids significantly contribute to pupils’ achievement. Developing and using suitable teaching resources have been recognised to increase learners’ achievement.

Twoli et al. [7], maintains that intensifying the scope of knowledge in several areas of education dictates the teacher to be cognizant of the varied forms of learning resources available for usage, besides those that can be prepared by using locally accessible resources.  Twoli et al. [7], acclaim that the instructor ought to prudently formulate a comprehensive variety of learning resources, and meritoriously use them in the course of the learning process. Besides teachers, field officers and head teachers are very important in assisting teachers to use and acquire the learning resources. In the same breath KICD [8] study on educational resources specified the need to inform head teachers and field officers on the starring role that learning resources plays in the learning process.

Statement of the Problem

The Government of Kenya (GoK) has verified its obligation to the welfare of children by ratification of numerous universal policy agendas such as 1989 United Nations Convention on the Rights of the Child (UNCRC), the 2000 World Education Forum (Dakar, Senegal) and 2015 Sustainable Development Goals (SDGs). This commitment underscores the significance of Early Childhood Development Education (ECDE). Pursuant to this the Government in 2018 established Service Standard Guidelines to guarantee quality service delivery at all times in ECDE centers in Kenya. These Standards among other requirements embolden quality services through delivery of sufficient play space, play and learning equipment and resources. Despite, the introduction of standard guideline studies has established that there is inadequate play space, minimal play equipment and material in most ECDE centers.  This inadequacy in provision of appropriate environment poses problems because children may not benefit in their skill development and learning.  The studies conducted show a worrying trend in Kenya. 

Literature on Availability and Utilization of Instructional Media in Teaching

Educational media and other resources are assumed as very significant in the learning process [9]. The use of media in teaching stimulates learning because learners become more focused. It similarly provokes interest and improves their involvement in class activities. Consequently it promotes performance. Alssen [10] in an investigation of university student’s perceptions on learning English for Specific Purposes (ESP) conducted on a student’s designed Information and Communications Technology (ICT) enhanced instructional materials for learning English for specific purposes (ESP). The resources were made available and circulated on the internet for very learner to access. The finding revealed that the learners improved their skills specifically in writing, speaking and reading besides in the domain specific language vocabulary. 

A study was conducted in USA by Sallis, et al. [11] to assess the effect of school environmental structures on learners’ physical activity level. The study encompassed of 137 learners in 24 middle schools. Learner physical activity and the existence of apparatus and administration were observed before school, after lunch, and after school. The major findings indicated that environmental characteristics explained 59% of the variance in the proportion of boys who were physically active and 42% of the variance for girls. The study concluded that school environments with high levels of supervision and improvements stimulated girls and boys to be more physically active. 

A study by Mischo and Maab [12] in Germany investigated the effect instructional resources on achievement of mathematics proficiencies guided by Bruner’s theory for example established that instructional materials (IM) influenced mathematics learning. Furthermore, Mischo et al noted that resources aided mathematics performance by 85.3%. The study was focused on the modelling performance of low achieving students of grade 6 from families with a low socio-economic status 

Guloba et al. [13] study in Uganda employed the baseline survey conducted among grade three and grade six learners in their performance in literacy and numeracy. Guloba, et al. [13] found out that inadequate teaching resources resulted to teacher-centered approaches of teaching hence contributed to low quality of education. The findings also showed that availability of educational resources inspired learning thus stimulating improved effects in learning outcomes. 

In Kenya Gachoki [14] main aim was to find out the usage of instructional materials in assisting classroom interaction in pre-primary centres in Kiambu.  The study was guided by Vygotsky’s theory of social constructivism based on mixed research approach. The target population was all ECDE teachers, learners and administrators within Juja zone. The sample included of eight administrators and 24 ECDE teachers. The study administered an interview schedule questionnaires and observation schedule. The findings the study revealed that 50% of the centres had insufficient instructional resources. Additionally results revealed that 50% of the centres had inadequate outdoor environment and equipment. This finding indicate that the learners have limited classroom interaction hence may lead to poor learning outcomes.

Findings from Studies Done in Kenya 

The Kenya Institute of Curriculum Development [15] conducted a survey to establish the availability of resources in the selected ECDE centres. The resources were categorized and presented as general, sports, and media resources.  ECDE general resources were observed amongst 119 ECDE Centre comprising of 127 respondents. The most available resource were classrooms Syllabus, furniture and toilets The least provided resources included Flannel boards, 13.4%, flyers, 17.3% and library, 22.0%. KICD [15].  The findings showed that the most resources were non-available for instance I Pads, recording studios, and electronic such as storage devices.   This indicates that there is need for the establishment of computer laboratories and provision of computers and other media resources to enhance learning in ECDE centres in Kenya.   In addition this indicates that the learning environment is unfavourable for learner’s hence there is need for action by all players in Education. 

It is worldly scientifically recognized that young children learn through play. Due to this important learning method the KICD survey looked at ECDE sports resources. The KICD [15] results showed that majority (72.4%) of the ECDE centres did not have sports equipment. Nevertheless, 64.7% of the ECDE centres had sports field. This implies that skills and knowledge were not being fully utilized in the absence of sports equipment and adequate play spaces.  This also indicates that children may not be develop holistically.

Furthermore, recent research by Ayaga [16] in Kisii County indicates that despite of the fact that play is an integral part of preschool learning only 28.5% of the school had enough playground for the pupils. In addition, head teachers identified the challenge of lack of physical facilities as impediments to child learning and development. The figure below shows the condition of one ECDE centers.

The above figure depicts how most of the play grounds are unbearable and inapropriate for use by young children in playing and learning.

Figure 1: The Condition one Outdoor Space in One of the Schools

Source: Ayaga [16]

Recommendations

• The government should put in place policy guidelines to all preschools with regard to availability and utilization of instructional media in teaching

• Head teachers should regularly assess and equip teachers with relevant resources

• Teachers should enrich the learning environment with effective support material

1. Njoroge, J. "Factors influencing children enrolment in pre-school education in Kiambu County." Unpublished M.Ed. research project, University of Nairobi, Nairobi, 2011.

2. ANPPCAN. Review of the status of provision of education to all children in Kenya. 2005.

3. Kiruki, J. "The impact of outdoor activities on the children’s social development in Park Road primary school." Unpublished M.Ed. project, University of Nairobi, Nairobi, Kenya, 2007.

4. SACMEQ III. A study of the conditions of schooling and the quality of education. South Africa, 2010.

5. Ashiona, B., Mwoma, T. and Murungi, C. "Does the use of ICT empower teachers to teach mathematics better? A case of lower primary teachers in Mombasa." Kenyatta University, 2018.

6. Ngware, M. W., Wamukuru, D. K. and Odebero, S. O. "Total quality management in secondary schools in Kenya: Extent of practice." Quality Assurance in Education, vol. 14, no. 4, 2006, pp. 339–362.

7. Twoli, N. et al. Instrumental methods in education. Kenya Institute of Education, Nairobi, 2007.

8. KICD. Rapid assessment of utilization of educational resources (prototypes) in learning institutions in Kenya. Nairobi, Kenya, 2013.

9. Kadzera, C. M. "Use of instructional technologies in teacher training colleges, Malawi." PhD dissertation, Virginia Polytechnic Institute and State University, Blacksburg, Virginia, 2006.

10. Alssen, E. "Students’ perceptions of learning English for specific purposes through ICT-enhanced peer design of instructional materials." University of Lapland, Rovaniemi, 2012.

11. Sallis, J. et al. "The association of school environments with youth physical activity." American Journal of Public Health, vol. 91, no. 4, 2001, pp. 618–620.

12. Mischo, C. and Maab, K. "The effect of teacher beliefs on student competence in mathematical modelling: An intervention study." Department of Psychology and Mathematics, University of Education Freiburg, Germany, vol. 1, no. 1, 2013.

13. Guloba, M. M., Wokadala, J. and Bategeka, L. "Does teaching methods and availability of teaching resources influence pupils’ performance: Evidence from four districts." Uganda, 2010.

14. Gachoki, L. S. W. "Use of instructional materials in facilitating classroom interaction in pre-primary education centres in Juja zone, Kiambu County, Kenya." Unpublished M.Ed. research project, Kenyatta University, Nairobi, Kenya, 2015.

15. Kenya Institute of Curriculum Development (KICD). Report on needs assessment for ECDE school curriculum reform in Kenya. Nairobi, Kenya, 2016.

16. Ayaga, G. "Trends of education in Kenya: Inherent inconsistencies and challenges of preschool education in Kisii County, Kenya." International Journal for Innovative Research in Multidisciplinary Field, vol. 4, no. 6, 2018.

17. Ayaga, G. "Implications of outdoor environment on children’s physical activity performance levels and learning in public pre-schools in Kenya." Unpublished PhD thesis, Jaramogi Oginga Odinga University of Science and Technology, Bondo, Kenya, 2016.

18. Ngecha, M. "Factors hindering outdoor play in preschools in Makadara District Nairobi County." Unpublished M.Ed. research project, University of Nairobi, Nairobi, Kenya, 2011.