UWEZO (2016)? Are Our Children Learning, Uwezo Kenya Sixth Learning Assessment report December 2016
Reading pedagogy challenge in early years and its implications for the 21st Century teacher, Perspectives from Kenya
Early learning years requires the teacher to play parent, care-giver, doctor, sibling, peer and many other roles in order to make use of window of opportunities during this period, as children learn very fast. Poor quality of teachers and appropriate teaching pedagogy is inhibiting the full realization of quality early childhood education on the African Continent. The inability to read during early years has a negative spillover effects to higher levels i.e primary schools. In Kenya, only 3 out of 10 children in Class 3 can do Class 2 work (UWEZO 2017). On average, 1 out of 10 children in Kenyan primary schools are completing Class 8 without having acquired the basic competencies expected of a child completing Class 2. The question is, where is the problem? Four in ten pre-school teachers are trained, on average, 12 out of 100 teachers are absent from school on any school day. This notwithstanding programmes Kenya continues to implement towards improving quality in education.
This paper assesses challenges in teacher pedagogy in early childhood education, explores the contributions of appropriate pedagogy in improving the quality of literacy in ECDE, analyses the progress that has been made and proposes guidance for improvement of ECD pedagogy for quality. Methodology:
Desk review was used to collect data from existing documents on ECD and teaching pedagogy
The study employed a mixed method design to increase the validity of findings but also allow us to access richer and more in-depth information on ECD implementation and teacher pedagogy
There is no significant improvement in reading learning outcomes. Only four in ten pre-school teachers are trained, on average, 12 out of 100 teachers are absent from school on any school day. In the midst of the changing education curriculum, the ECE teacher is more challenged in terms of innovative pedagogy.