With the rise of changing family structures as well as an increase in the demands of an early preparation for children to enter primary school, Early Care and Education (ECE) has become extremely important in Kenya. In particular an increase of ECE centers for at risk children is important because research has shown that at risk children benefit more from a high quality early care and education program (Calman, L.J., & Tarr-Whelan, L., 2005). Observations were conducted in fifteen ECE centers located in urban slums and rural villages throughout Kenya where poverty is high and sanitation conditions are poor. This project sought to study the impact poverty has in early care and education, the inequalities, and the challenges teachers, parents and children face in impoverished communities. It analyzed the difference between rural vs. slum ECE centers as well as public vs. private ECE centers. Although no major differences were found, an indication of the lack of quality in early education was apparent in all domains. Observations indicated a high need of governmental funding as ECE centers in impoverished communities did not have sufficient funds to provide food, materials, or a steady income for the teachers. Consequently, the lack of resources diminished the quality of education the children received.
Civic and Community Engagement | Education | Education Policy | Inequality and Stratification | Pre-Elementary, Early Childhood, Kindergarten Teacher Education | Public Affairs | Rural Sociology
Casillas, Giselle Emilia Navarro, "Early Care and Education for At-Risk Children in Rural and Urban Slums in Kenya" (2010). Independent Study Project (ISP) Collection. 967.
Civic and Community Engagement Commons, Education Policy Commons, Inequality and Stratification Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Public Affairs Commons, Rural Sociology Commons