MOUNT KENYA UNIVERSITY

ELDORET CAMPUS

NAME: LANGAT K EMMANUEL

ADM No: ELD/E/BEDA/1111/04770

PHONE No: 0700320790

UNIT TITLE: ENGLISH II

UNIT CODE: UCC 102

LECTURER: MR. BONIFACE AWINO

TASK: A RESEARCH PROPOSAL ON THE EFFECTS OF THE EVALUATION AND

MONITORING OF ECDE PROGRAMMES ON PERFORMANCE OF ECDE

CHILDREN IN KIPLABOTWA ZONE, LONGISA DIVISION, BOMET COUNTY.

A RESEARCH PROPOSAL SUBMITTED TO THE ED. DEPARTMENT FOR THE

AWARD OF THE DEGREE OF BACHELOR OF EDUCATION.

SUBMISSION DATE: AUGUST 2014

degree in this university or any other.

Signature________________Date________________________

Langat K Emmanuel.

Student Number : eld/e/beda/1111/04770

Recommendation
I confirm that candidate carried out the work reported in this research proposal by my supervision. This
research proposal has been submitted for review with my approval as a lecturer.

Signature______________________ Date ____________________________

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DEDICATION

Dedicated to my beloved Mom and Dad and anyone else who baby-sat for me so that I could

write this research proposal. Thanks to my colleagues who gave me advises as we journeyed

together throughout the course . Thanks also my editor wesly. Thank you Dad and Mom again

for supporting my financially.

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ACKNOWLEDGEMENT

I would wish to express my sincere gratitude to our almighty God for giving me strength and

good health. Secondly is my course lecturer Mr. Boniface Awino for his guidance and support. I

would also thank Mulot primary for their contribution during my research proposal.

I would also give special thanks to my dad and mom, my sister Caroline and brother Leonard for

their financial support.

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Table of Contents

DECLARATION...............................................................................................................................................i
Recommendation..........................................................................................................................................i
DEDICATION............................................................................................................................................ii
ACKNOWLEDGEMENT..........................................................................................................................iii
LIST OF ABBREVIATIONS.....................................................................................................................vi
ABSTRACT..............................................................................................................................................vii
CHAPTER ONE..........................................................................................................................................8
1.0 Introduction.......................................................................................................................................8
1.1 BACKGROUND THE STUDY........................................................................................................9
1.2 STATEMENT OF THE PROBLEM...............................................................................................11
1.3 PURPOSE OF THE STUDY...........................................................................................................11
1.4 OBJECTIVES OF THE STUDY.....................................................................................................12
1.5 RESEARCH PROPOSAL QUESTION..........................................................................................12
1.6 SIGNIFICANCE OF THE STUDY.................................................................................................12
1.7 DELIMITATION OF THE STUDY................................................................................................13
1.8 LIMITATION OF THE STUDY.....................................................................................................13
1.9 Assumption of the study..................................................................................................................13
1.10 Definition of significant terms.......................................................................................................13
1.11Summary........................................................................................................................................14
CHAPTETR TWO....................................................................................................................................15
2.0 Literature Review............................................................................................................................15
2.1 Introduction.....................................................................................................................................15
2.2 The role of ECDE Teachers in evaluation and monitoring of ECDE programmes on performance.16
2.3 Types of families serving the ECDE centres....................................................................................17
2.4 Facilities necessary for implementation of ECDE programmes.......................................................18
2.5 Challenges facing Evaluation and monitoring................................................................................19
CHAPTER THREE...................................................................................................................................22
3.0 Research Proposal methodology......................................................................................................22
3.1 Introduction.....................................................................................................................................22
3.2 Research proposal design.................................................................................................................22

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 3.3 Target Population............................................................................................................................22
3.4 sampling Procedure.........................................................................................................................23
3.5 Methods of data collection...............................................................................................................24
3.6 Validity and reliability.....................................................................................................................24
REFERENCES..........................................................................................................................................25

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LIST OF ABBREVIATIONS.

ECDE- Early Childhood Development Education.

ECD- Early Childhood Development.

MOE- Ministry of Education.

NACECE- National Center For Early Childhood Education.

CCB-Child Care Bureau.

QASO-Quality Assurance and Standards Officer.

PTA-Parents Teacher Association.

USA-United States of America.

FBO- Faith Based Organization.

SMC- School Management Committee

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ABSTRACT.

The period between 0-6 years is at times referred to as formative years. According to Guideline

Series (2006) during these years children are extremely dependent on other people for life

sustaining support. Through interaction, punishment and rewards children turn out to be the

period is important because it is the foundation of a total life of an individual. Experiences of

these years continue to influence the individual throughout life. The brain of the child is most

malleable at this stage and hence influences such as care have a greater impact. It is therefore

important to invest in the early years because research findings show that holistic development of

an individual is during years. Recognize psychologists like piagets, Freud and Bandura Came up

with their theories after many years of observing infants in their formative years. The research

proposal seek to find effects of evaluation and monitoring of ECDE programmes on performance

of ECDE children in Kiplobotwa zone, Longisa Division, Bomet County. From related literature

to the research proposal, the researcher observed the many scholars have agreed that it is

important to invest in the early years of a child. The researcher utilized the quantitative survey

design. The target population was about 60 ECDE centers in Kiplobotwa Zone, To ECDE

teachers and about 1000 ECDE children. The researcher used questionnaire, observation

checklists and interview schedules to collect data.

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CHAPTER ONE.

1.0 Introduction

The research will attempt to investigate the background information, statement of the problem,

purpose of the study; objective of the study; significance of the study; delimitation of the study

and limitation of the study.

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1.1 BACKGROUND THE STUDY.

The period between 0-6 years is also referred to as formative years. According to guideline

series (2006) children are extremely dependent on their people for life sustaining support for

example in provision of food, shelter, clothing and attention.

Through interaction, punishment and rewards children turn to be individuals whom teachers,

parents and other care givers want them to be.

This period is very important for children because it is the foundation their total life.

Experiences of these years continue to influence the individual throughout life. It is also a

period of the fasted growth and development in all aspects. The brain of the child is most

malleable at this stage and hence influences such as care have greater impact.

It is therefore very important to invest in early years of a child because research findings

show that holistic development of an individual is during the years Ragor (2008). Most

recognized psychologist like Freud and Piaget came up with their theories after many years

of observing infants in their formative years. In the United State of America (USA), the CCB

is dedicated to enhancing the quality and affordable child care services for all families that

was according internet (July 2001). CCB administrative federal funds to states, territories and

tribes to assist low income families in accessing child care services while parents participate

in education or training activities. CCB also funds a network of Technical Assistance projects

that promote quality and strengthen programme administration. It also shares research

findings and help policy makers, programme administrators, communities, caregivers and

parents to understand and make good decisions about child care.

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In Mauritius ECDE is under the ministry of Women Rights, Child development, family

welfare and Ministry of Education. 80% of the pre-schools are run by the state. In 1998

Ministry of Education Act put the teacher-pupil to 1:19. The sector is dominated by untrained

caregivers with no minimum qualification. There are three types of staff for example school

directors, teachers and assistant teachers. Teachers have a general education specific training

for pre-school teaching provided by credited Mauritius Institute of education. Teachers and

their assistants are paid by the government. Teachers, helpers, learners and auxiliary staff are

paid by parents Teachers Association (PTA).

The Researcher found that in Kenya after independence the government got directly

involved in education activities of young children. Nursery Schools and Day-care centers

were established. They became directly under the ministry of Health and Home Affairs.

These ministries inspected schools that were stated at that time. The responsibility was later

shifted to the ministry of education. Many seminars were held which covered all areas

including co-ordination, supervision, provision of materials, research and sources of finance.

Training programmes were organized for trainers and supervisors so that they could monitor

and evaluate ECDE programmes in the grass root level. However currently according to

Ngaroga (2006) the government contributed to the current expenditure on early childhood

development education is free. At the country level, the ECDE teachers are employed and

paid by different employers namely community, parents, local authorities of Faith Based

Organizations. (FBO).

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1.2 STATEMENT OF THE PROBLEM.

Children do well when they feel secured and when they are provided with stimulation. This

combination of emotional security and stimulation does not just happen. Those developing

and implementing curriculum should bear in mind the ways in which they will create these.

Active planning of a good routine and activities as well as toys and equipment that will

encourage children to play and explore is fundamental. Teachers, caregivers and parents

ought to have knowledge skills and attitudes towards helping children to acquire them.

Despite government’s vision to have education for all by the year (2015), quality education

has never been realized since the ECDE sector has not been given the attention it deserve.

Njaroga (2005) states that little has been done about education assessment which should be

conducted by various professionals in order to establish the educational needs of the child.

This involves very thorough examination of the child in relation to the capabilities and

handicap the child is identified to be having. This assessment involves various personnel in

different fields. Evaluation and monitoring therefore, will motivate the learner and measure

his or her achievements of the intended objectives and progress. It also enables teachers to

give an objective report of an individual child’s performance and determine the usefulness of

the method used in teaching children. This provides the basics for importing education

programmes in ECDE.

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1.3 PURPOSE OF THE STUDY

The purpose of the study is to establish the effects of evaluation and monitoring of ECDE

programmes on performance of ECDE children Kiplabotwa Zone, Longisa Division, Bomet

County.

1.4 OBJECTIVES OF THE STUDY

1. To find out the role of the teacher in evaluation and monitoring of ECDE programmes.

2. To identify types of families serving the ECDE centres.

3. To identify types of facilities necessary for the implementation of ECDE programmes on

evaluation.

4. To find out challenges facing evaluation and monitoring of ECDE programmes on

performance.

1.5 RESEARCH PROPOSAL QUESTION

Establish the effects of evaluation and monitoring of ECDE programmes on performance of

ECDE children in an identified zone.

1.6 SIGNIFICANCE OF THE STUDY

This study be of great importance in the ministry education. It will help in improving

teaching and learning programmes. It will also improve performance monitoring and

observing ECDE programmes in the learning centers will enable the inspectors to determine

whether a given teaching method is appropriate for a given category of children. The officers

will ascertain the success of a given method of teaching and learning and this will enable

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 them in comparing other methods. This study will help in choosing the best materials that

will give an ECDE child stimulation needed for good performance. The assessment

techniques will also improve since parents and other caregivers will be enlightened on new

skills of caring for ECDE children.

1.7 DELIMITATION OF THE STUDY

The of the catchment area was well understood by the researcher which made it easier for her

to share ideas in the centers.

The infrastructure was good therefore the researcher did not have rough time in reaching the

centers.

The researcher was familiar with geography of the area therefore she was able to access the

centres with ease.

1.8 LIMITATION OF THE STUDY

The time allocated to make research proposal was very short so the researcher was not able to

visit all the schools.

The study needs a lot of time for research which was not possible to go through all the

written documents which were written in the past.

To make research proposal be a bit expensive because the researcher is expected to visit

many schools to collect different information even where there is insecurity.

The study will be tiring because the researcher will have to go through several books, share

ideas with many individuals who may not be willing and to relate collected information with

what she requires to fit the research.

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1.9 Assumption of the study.

The data collection instrument has validity and the respondents will answer questions

correctly and truthfully.

1.10 Definition of significant terms.

Assess – To judge or form an opinion about something.

Monitor- To check, record or test something regularly for a period of time.

Progress- To develop.

Inspect- To look at something closely or in great detail.

Formative – Having an important and lasting influence on somebody’s character and opinion.

Coordination – The organization of different things or people so that they work together.

Evaluate- To form an opinion of the amount value or quality of something after thinking

about it carefully.

Sustain – To keep somebody alive or healthy.

Diagnose – To find out and say exactly what problem person has or the cause of a problem.

Intellectual – A person who pursues interesting activities.

Stimulation – To make somebody feel interested and exited about something.

Routine – The usual order and way in which you regularly do things.

Fundamental – Important or basic.

1.11Summary

The researcher attempted to first give the background information of the study followed by

statement of the problem. Then, purpose of the study another one is objective of the study.

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 Still another is research proposal question then significant of the study. Another one is

delimitation of the study and then limitation of the study and lastly assumptions of the study.

CHAPTETR TWO

2.0 Literature Review

2.1 Introduction

The chapter is mainly involved with systematic identification, location, analysis and documents

containing information on the research problem being investigated according to objectives, role

of ECDE teacher in evaluation and monitoring of ECDE programmes on performance, types of

families serving ECDE centers, facilities necessary for implementation of ECDE programmes on

evaluation and challenges facing evaluation and monitoring of ECDE programmes on

performance.

To find out the role played by stakeholders in evaluation and monitoring of ECDE programmes,

evaluation and monitoring of ECDE programmes, evaluation according to Ngaroga (2005)

involves judgment about the effectiveness and worth is based on teaching objectives. He

subdivided evaluation into two; formative and summative evaluations. Formative evaluation is

applied at specific points in process of implementing a programme so as to provide necessary

feedback which will be used to provide information to the teacher for modifying instructions and

prescribing individual and remedial work. It is used to reinforce learning and identify learning

errors that need correction. Summative evaluation is applied at the end of the programme or

course. It is designed to determine the extent to which the instructional objectives have been

15
achieved. Its main purpose is grading or certification of children achievement and also provides

information for judging the appropriateness of the course objectives and effectiveness of

instruction. Evaluation of ECDE programme is very important in that it helps in improving

learning and instruction.

Assessment of developmental aspects is also necessary in order to determine the quality and

quantity of change. Ragor (2008) states that in child growth and development, assessment is

conducted to verify the learners educational progress, abilities difficulties experienced in

academic, behavioral and physical functioning. This is done for identification of a problem or

difficulty in growth and development for slow learners. Having identified a problem, it will be

easier to diagnose that problem. When a learner has been assessed, a teacher or caregiver will

place him or her in the most appropriate educational setting according to the degree of

intellectual capacity, for example special need educational programme in case of a learner with

special need of some kind.

2.2 The role of ECDE Teachers in evaluation and monitoring of ECDE programmes

on performance.

Tassoni (2005) advocates that the goal of many ECDE teachers is to encourage parents to feel

more confident about their roles and understand those roles more fully. Parents need to feel

welcomed and acknowledge as the most important people in their children’s lives.

Teachers need to share, rather than display their expertise and recognize that some parents may

be daunted by their professionalism, training and qualification.

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Tassoni continued to say that poor attitude towards school and poor self-image demotivate

learners due continued frustration caused by failure. He further said that a teacher is also a factor;

he/she can motivate or demotivate a learner, for instance is he/she able to continue the inner

wanting to learn in the learner?

The main reason why children go to school is to get knowledge, an ECDE teacher should

therefore consider various teaching methods of learning depending on the type of learner he/she

has. He should bear in mind the individual differences and try to encourage learners to learn by

motivating them.

Ngaroga (2005) like Tassoni believes that children do well when they are provided with

stimulation and emotional security. They suggested that in an ECDE child care setting, the

combination of emotional security and stimulation does not simply come through an ECDE

teacher, so parents need to think a head about ways of implementing.

2.3 Types of families serving the ECDE centres.

A community made up of different types of families living together. Community plays an

important role in evaluation and monitoring of ECDE programmes.

Mr. Mboya et al (2008) states that the environment in which a child is brought up to a large

extend influence child’s growth and development. Traditionally an African child did not belong

to an individual, but the whole community. Guideline series (2006) states that the community

gives support services to the family and offer it socializing opportunities. Families come together

and provide amenities such as health facilities transport structure and ECDE centres. It also

provide a basis for society’s norms and values security and safety. It also participate collectively

17
in developing personality of children and child care services. Community pay the ECDE

teachers, maintain ECDE facilities and provide ECDE feeding programme. It also initiate and

sustain income generating activities. It creates awareness of pertinent ECDE issues andmobilizes

local resources for sustaining ECDE activities.

2.4 Facilities necessary for implementation of ECDE programmes.

Kathy (2005) states that an ECDE centre should be located within walking distance from the

children’s home. She added that the center should have its own land to ensure that is permanent.

The land should accommodate all physical facilities such as building, out door playground,

kitchen, garden, sand, water, play materials and others. The center should have a secure fence to

protect the children from any disturbances.

Kathy (2005) further said the building should include classroom, store, offices and kitchen. The

building should be adequately ventilated to let in air and light. Trees or hedge can be planted to

act as wind breakers. The center should have adequate sanitary facilities. These include adequate

latrines at least one for girls and one for boys in a center with enrollment of 25-30 children and

one for the staff. The floors are best when made of concrete because they are washable. They

should be built on the side to which wind blows. They should be at a good distance from

classrooms. Clean water should also be available for washing hands and for activities that are

water based, advocates Tassoni (2005). A storage tank is necessary for emergencies during dry

seasons. The out-door space should be adequate for active play. The surface should be leveled

out and be cleared of sharp objects and harmful plants. The center should also have furniture or

mats where children can sit on.

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The furniture should be of proper size. They should be the children’s height as it affect their

posture and degree of fatigue they suffer. Chairs are preferable because they support children’s

back and be moved easily, the table should be flat on to. This is as per Guideline(2005).

Cupboards and shelves with several divisions are necessary for storing apparatus.

The walls should be suitable for displaying pictures and charts. They should be low enough for

children to use according to Maria Montessori (1870-1952). Every center should provide should

provide out-door equipments for children. It is advisable to have large equipment permanently

fixed to ensure that it is strong and can last for a long time.

Parents and caregivers should participate in the provision and development of materials and

equipment.

2.5 Challenges facing Evaluation and monitoring.

The attitude of the teacher, his or her motivation and competence influence the achievements of

the intended outcome. Ngaroga (2005) laments. Due to this, the teacher need to be in-serviced

and given materials and materials and moral support is the objective of change need to be

realized.

Daily standard (2008)said that ECDE teachers earn between Kshs. 2000 and Kshs. 4000. ECDE

teachers are demoralized and they feel inferior to primary and secondary teachers because they

are not included in the Teachers Service Commission (TSC) payroll. Ngaroga suggested that

ECDE teachers should be employed by the commission on a specific Job scale on renewable

contracts. According to policy guideline most supervisors are not conversant with ECDE

programmes and hence fail to understand the problems facing ECD.

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Daily standard (2008) states that poor leadership among supervisors is a hindrance to evaluation

and monitoring of ECDE programme. Some supervisors use top-down approach and dictate what

they think is right without considering the ideas of teachers who have practical experiences.

These supervisors are more of fault seekers rather than teachers advisors.

Research findings state that the shortage of supervisors make it impossible for them to carry out

follow-up activities. According to Tassoni (2005) mistrust between supervisors and school staff

hinders the exchange of ideas which would enrich the programme.

Inadequate motivation and moral support from supervisors and headteachers make the ECDE

teachers feel demoralized and so they fail to do their work as required.

The government’s contribution to ECDE sector is very little and again there is no clear

government guideline on supervision policies that is why there are many unregistered ECDE

centers.

Tassoni (2005) suggest that administrators should have basic training on administrative issues so

that they do not spend money without financial projection.

Many ECDE centres fail when expenditure become unmanageable unlike Mauritius. Most ECDE

centers in Kenya depend on fees default which leave the school in capacitated and unable to

monitor their work effectively.

Ignorance and negligence according to Kathy (2005) leads to impulse spending of school

finance. The school will experience financial difficulties thus unable to meet their financial

objectives. She added that most School Management Committee (SMC) and parents neglect

monitoring the spending of ECDE funds. Government auditors do not audit ECDE centres says

20
Ndugu Daily Standard (2008) therefore there is no accountability and transparency in

expenditure.

Kathy (2005) further said some administrators neglected the school needs and spent the funds for

selfish gain. Research has shown that some ECDE centres solely depend on fees and therefore

their budgets are restricted. The size of the family affect education of children who are from

large families who have low income.

It is difficult to satisfy their basic needs for example food, clothing, shelter and emotional

security.

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CHAPTER THREE.

3.0 Research Proposal methodology.

3.1 Introduction

This chapter explains research proposal design, area of study, target population, sample and

sampling procedure, methods of data collection, administration of data analysis and presentation.

3.2 Research proposal design

The research proposal design adapt description of the survey method to find out effects of

evaluation and monitoring of ECDE programmes on performance of ECDE children on

Kiplabotwa Zone, Longisa Division, Bomet County. The researcher will collect information

from a large number of population though the use of data easy. The data will be collected from a

sample rather than from every member of the population.

3.3 Target Population

The study will be carried out in kiplabotwa zone. In Longisa Division. The area has an

approximate population of 75,550 people. It has an area of approximately 200km2 as per (1999)

census. The zone is in longisa Division. The zone borders Longisa zone and Narok south county.

Kiplabotwa zone is situated 15Km away from Bomet town to the north and 40Km far from

Narok town to the south.

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The inhabitants are mainly small scale farmers of maize which is their stable food. The

researcher found out that the area is semi-arid so people here grow semi-arid or short season

maize, millet and sweet potatoes.

The living standard of these people is average. The product they get from their farms is just

enough for their daily living, but not enough for educating their daily living, but not enough for

educating their children in secondary schools. The researcher found out that there were

Christians who were Catholics, protestants and Pentecostal churches. There were also muslims.

The Inhabitants of Kiplabotwa zone use water from Amalo River which increases the spread of

diseases like typhoid.

The study will be designed to cater for 60 ECDE centers and 70 ECDE teachers in Kiplabotwa

zone in Longisa Division, Bomet County. The rearcher used six schools to study.

3.4 sampling Procedure.

There were sixty ECDE centers within Longisa Division. It was difficult to involve all the

centers. The Population was big and so, the researcher used simple random sampling to pick the

few centers. The technique helped the researcher to ensure that each and every member of the

population had an equal and independence of being selected.

The researcher used all the information which was represented by the two private and four

public ECDE centers of the population represented.

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3.5 Methods of data collection.

There were many ways of obtaining information which would provide objective data. The

instruments the researcher used were observation checklist, interview schedule and

questionnaires.

The researcher used interview schedule to find out the role of the teacher in evaluation and

monitoring of ECDE programmes. The researcher used the responses as research notes.

The researcher used questionnaire to find out parents literacy relation to evaluation and

monitoring of ECDE programmes and again the researcher used questionnaire to find out the

types of families serving ECDE centers.

Observation checklist/schedule was used to find out facilities necessary for the implementation

of ECDE programmes.

The research used interview schedule to find out challenges facing evaluation and monitoring of

ECDE programmes.

3.6 Validity and reliability.

The researcher did a pilot study to ascertain that the questionnaires, interview and observation

schedules intended for use were well set and that the research population would be able to

answer the questions without problems. The researcher used one of the lectures to find out if the

data collected would help in the study to answer the problems trying to solve.

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REFERENCES
1. Benard V.L et al, (1988) Early Childhood Education in Kenya: Implication on policy and
practices. Nairobi.
2. Core Module, (2001) Teaching and learning in the primary classroom. Nairobi: Jomo Kenyatta
Foundation.
3. Kathy Sylva et al, (2003) Department of Education: New York. Oxford University.
4. Ndugu (2008). Daily Standard Newspaper.
5. Ndugu (2008) Poor Leadership Among Supervisors. Daily Standard Newspaper.
6. Ngaroga J.M (2005). Professional Studies for Primary Teacher Education. Nairobi : East Africa
Educational Publishers Ltd.

Tassoni, P. (2005) Children’s Care And Development. Heinem

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