ERIC Number: ED462143
Record Type: Non-Journal
Publication Date: 2001-Nov
Reference Count: N/A
In the Web of Cultural Transition: A Tracer Study of Children in Embu District, Kenya. Early Childhood Development: Practice and Reflections. Following Footsteps.
Njenga, Ann; Kabiru, Margaret
Funding from the Bernard van Leer Foundation was used to conduct this longitudinal study in the Embu District of Kenya to compare the academic performance of children cared for by preschool teachers who had received different levels of training. Participating in the study were children from 18 preschools who were followed into primary school. In some of the preschools the children had been with preschool teachers who had gone through a 2-year training program; the other children had been cared for by preschool teachers who were either untrained or who had participated in short courses or received mentoring. Research instruments and methods included focus group discussions with teachers and parents, interviews, content analyses of various school records, and a personality rating on a subsample of students. The main finding of the study was that children who had been with trained teachers made the transition to primary school more easily than children who had been with "untrained" teachers and had lower early dropout and repetition rates. The academic rating of the primary school had a significant impact on student performance; however, children who had been with trained preschool teachers and then attended a "good" primary school performed better than peers who had been with untrained teachers. There were no sex differences in academic performance. Unexpected findings included high rates of grade repetition, absenteeism, and dropping out at all the schools. (A list of the research instruments used is appended. Contains 12 data tables and 11 references.) (KB)
Descriptors: Academic Achievement, Children, Comparative Analysis, Cultural Context, Cultural Influences, Foreign Countries, Life Style, Longitudinal Studies, Outcomes of Education, Preschool Education, Preschool Teachers, Primary Education, Student Adjustment, Teacher Education, Teacher Qualifications, Values
Bernard van Leer Foundation, Eisenhowerlaan 156, P.O. Box 82334, 2508 EH, The Hague, The Netherlands. Tel: +31-0-70-351-20-40; Fax: +31-0-70-350-23-73; e-mail: firstname.lastname@example.org. For full text: http://www.bernardvanleer.org.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Bernard Van Leer Foundation, The Hague (Netherlands).
Identifiers - Location: Kenya