ISSN: 2222-6990
Open access
This study sought to underscore the influence of forms of play in the teaching of Mathematics, particularly acquisition of numeracy skills among children in pre-school. Its purpose was to assess the influence of forms of play on acquisition of numeracy skills in Early Childhood Development and Education (ECDE) centers in Kenya. The objective of the study was to find out forms of play and how they influence teaching of numeracy skills among pre-school children in Kenya. The proposed study utilized qualitative research design and the data was analyzed and presented using descriptive methods. Questionnaire, interview and observation schedules were used for data collection. The study established that (39%) of ECDE teachers were not decided whether different forms of play enhanced acquisition of numeracy skills in ECDE in Kenya. The study recommended that ECDE teachers be made to understand the importance of play in enhancing acquisition of numeracy skills in ECDE centers. ECDE teachers should undertake further proficiency training on planning, organizing and delivering of content in ECDE teaching and learning. It is expected that the findings of this study will contribute to the efforts towards early interventions to improve numeracy learning outcomes among learners in Kenya.
Essa, F. (2011).Early childhood care, growth and development: Nairobi, Kenya: UNICEF Eastern and Southern Africa Regional Office
Gale, N. (2005).Encyclopedia in Children’s Health, Cangage Publishers Amazon U.K.
Githinji, F. & Kanga, A. (2011). Early childhood development education in Kenya: A literature review on current issues. International Journal of Current Research
Jean, T. (2006). Workbook with Movable Colored Clips, GarsonDelosa Publishers Company – Amazon U.K.
Kenya Institute of Education (1997). Pre- school Activity book III, Kenya Literature Bureau, Nairobi.
Kenya Institute of Education (2008). Syllabus for Pre- school, Kenya Literature Bureau, Nairobi.
Kioko, (2010). Play and child learning, Kenya Literature Bureau; Nairobi
Mugenda O. & Mugenda. (2003).Research method: Qualitative and Quantitative approaches. Nairobi: Kenya. Publishers. New York.
Sandlie, B. (2013).child play: Little Filed Publishers: New York.
Susan, (1948).Child Centered Theories. Routledge Publishers – Germany.
Syomwene, A. (2013). Factors Affecting Teachers’ Implementation of Curriculum Reforms and Educational Policies in Schools: The Kenyan Experience. Journal of Education and Practice, Vol.4(22), 80-86. Retrievedfrom;http://www.iiste.org/Journals/index.php/JEP/article/viewFile/8330/8666
Tina, B. (2005). Early Childhood education and development, Hodder Educational Publishers. U.K.
Wilson, D. (2002). Relevance theory. Handbook of pragmatics.
In-Text Citation: (Muema, Koech, & Muriungi, 2018)
To Cite this Article: Muema, M. M., Koech, P. K., & Muriungi, P. (2018). Forms of Play and How They Influence Acquisition of Numeracy Skills among Pre-School Children in Kenya. International Journal of Academic Research in Business and Social Sciences, 8(10), 565–577.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode