ABSTRACT The purpose of this was to find out the impacts of teaching and earning materials on quality learning

in early childhood education. The study was carried out at Tetu primary school in Galbet zone central division Garissa district. The study reveals that there is inadequate teaching and learning materials in the area of case study. The area is settled by all kinds of people starting from high class to low class. The people are also from different religion, culture and ethnic. In the big school which has adequate in teaching and learning materials. This study employed various, methods to collect data. Such method includes questionnaires, interviews and observations. It was observed that teaching and learning materials have some impact on the quality of learning E.C.D.E centers in Tetu primary school, Garissa district where research has been carried out.

Administration and Management of ECDE Centres The factors that affect effective administration and management of early childhood education in third world countries 1.0 Aim The main aim of this study is to explore how ECDE centres in third world countries are administered and managed. 2.0 Objectives of the Study In lieu with the aim, the following objectives will be addressed: * To investigate the nature, dynamics and complexities of the process of administering and managing ECDE centres in third world countries * To investigate the problems and challenges involved in administering and managing ECDE centres in third world countries * To explore the various ways by which ECDE centres are administered and managed in third world countries * To explore various systems, methods and procedures utilised in administering and managing ECDE centres in third world countries 3.0 Problem Statement Early childhood development education pertains to formal teaching processes and care of young children by people other than their families and the setting outside their homes. The following research questions will be addressed: To what extent does the administration and management of ECDE centres in the third world countries deemed effective? Under what circumstances does the administration and management of ECDE centres in the third world countries are deemed useful and beneficial to the young children? 4.0 Scope of the Study This study will concentrate on the issues and processes involved in the administration and management of ECDE centres in third world countries. Problems and challenges in terms of the administration and management processes of ECDE centres in the third world countries.

5.0 Significance of the Study The completion of the research will provide an in-depth understanding of the concepts presented as to generate data and information every users of information centers could use in order to come up with effective administration and management of ECDE centers in the third world countries. Recommendations will be provided. 6.0 Limitation of the Study The number of samples is one of the potential limitations of this study. The target number of sample is relatively small though this may be also valid. One reason is that that target sample is enough to produce a generalized idea about organization of information materials at information centers. Nonetheless, this could be considered another limitation since the generalisation will be based solely on the information to be disclosed by the management of ECDE centers. Questionnaires are the primary means in the study in collecting data. It is limited to the respondents capability to answer such questions. A contingency of this is by providing a recommendation for future study will be provided so as to promote the continuous investigation on this issue.

CHAPTER ONE 1.0 Introduction This chapter introduces the background of the study, statement of the problems, study objectives, research question, significance of the study, assumption of the study, limitation and delimitation of the study. 1.1 Background of the study The first six years of the child life are important for the later development of the child. The children also acquire habit customs and beliefs of the peer group and environment he/she interact with. The rate of growth is rapid during these years. Later the child is taken to pre-school. Pre-school institutions in Kenya are geared towards enhancing holistic development children. These institutions therefore needs to cater for all needs of the child so as to ensure their holistic. Developments parents play major roles in fostering childs development. The teacher needs to provides environment in which every child is given an opportunity in hearing activities free, flexible and a well established atmosphere. Young children are curious and active as they learn by doing (Kenya instituted of education 1984) Pre-school children spontaneously learning through play, they use their sense to exploit experiment and wide variety of materials is necessary in pre-school. Not all have to do same activity but to do different activities so as to master the skills for a given project. Teachers and parents always face a lot of challenges especially where there are in adequate teaching and learning mater despite the fact that heavy investment in free primary education (FPF) has led to the activities expansion preschools still face major problems in learning materials. Common features on challenges n learning materials has been reported with the expansion of pre school education in Kenya (daily nation 2001), reasons for lack of learning resources, materials are many and varied however poverty, poor management, poor supervision and parental awareness all play a role in pre-school in the provincial and ensuring that adequate learning resources are available.

Its important for teachers to work hand in hand with managers, parents, education officers and other stakeholders to ensure that pre-school have enough teaching and learning materials to be easier and interesting to both the learners and teachers .Therefore, one major role of teaching and learning materials in ECDE is for skills and knowledge acquisitions. 1.2 STATEMENT OF THE PROBLEM Teachers and parents have a high expectation over their children .The children are expected to acquire skills knowledge and attitude that will enable them to fit well in the society and form strong foundation similarly, early childhood development (ECd) curriculum requires that teachers employ the use of both teaching and learning material in various ECD centres in the region of study .There are some pre-schools which are highly endowed with these. Whereas some are not well endowed. The disparity has led to difference in terms of quality education as well as the performance of pupils in pre-school. It is out of this differences that this study intends to investigate the effects.f1r teaching and learning materials in pre-primary schools in Galbet zone. 1.3 THE PURPOSE OF THE STUDY The purpose of this study is to investigate the impact of teaching and learning materials on quality learning on ECD programme in Galbet zone central division of Garissa district. 1.4 OBJECTIVES OF THE STUDY Objectives of the study are 1. Examine the learning and teaching materials used by teachers in ECD centre in central division of Garissa 2. To identify challenges faced by teachers on quality learning in early childhood development programmes in Garissa central division
3. To examine the impact of learning and teaching materials on the performance of pupils in

ECD centre in Garissa district

4. To examine how the problem of teaching and learning materials can be addressed to

enhance education in ECD centre in Garissa central division. 1.5 RESEACH QUESTIONS

1. What are learning and teaching materials used by teachers in ECD in Garissa central division? 2. What are the challenges faced by teachers when teaching materials are concerned?
3. What is effect of learning and teaching materials on the performances of the pupils of ECD

centres in Garissa central division? 4. How can the problem of learning and teaching materials be addressed to enhance quality education in ECD centre in Garissa central division? 1.6 SIGNIFICANCE OF THE STUDY Learning and teaching materials are important in children to better their foundation of the children its important for the teachers to apply the use of these learning materials. This study is therefore significant in the sense that such materials in ECD centers have not been adequately done or more so in Garissa central division. This study will therefore contribute knowledge in this area and add to the scarce literature on the impact of teaching and learning materials in Garissa district. Findings of the study will also be useful to the education planners in policy and curriculum development. Parents will also benefit from this, in that they will acquire new insight on measures they could take to ensure adequate provision of learning materials in ECD programmes. Similarly teachers will benefit from the study by acquiring data on various factors leading to shortage of learning materials with a view to learning on how to improve the situation. The study will also open up other areas for further research as far as learning and teaching materials and their impact on learning in ECD centre are concerned. 1.7 ASSUMPTION OF THE STUDY This study was premised on the assumption that learning materials do not play major role in learning and teaching in ECD centre. Those teachers dont used learning materials during teaching process in ECD centre in Garissa central division. That there are no problems faced by teachers in ECD centre as far as learning and teaching materials are concerned. 1.8 LIMITATION

This research was limited to Galbet zone in Garissa central division; Garissa district only five schools out of thirty in this division were visited. This study was effected by limited funding as a result the researcher could not visit limiting factor as most of these schools were located far apart from one another. However the researcher managed to reach the sampled schools for the research. 1.9 DELIMITATIONS The researcher was well known in the region worked for long time and was familiar with the local language and the palace. More advantageous was that the recipient was co-operative to the researcher as she had been serving the community. 1.10 DEFINITION OF THE TERMS 1. Learning is a permanent change in behavior brought about by experience
2. Attitude is learned predispositions to respond in favorable or unfavorable manner to a

particular Person, behaviors, belief or object. 3. Materials are items like dolls, toys, charts, drawings which are used for teaching 4. Impact- is a negative or position effect on something 1.11 ABBREVIATION /ACRONYMS DICECE ECDE KIE District centre for early childhood education Early childhood development education Kenya institute of education

CHAPTER TWO 2.0 LITERATURE REVIEW 2.1 INTRODUCTION This chapter gives details of past studies in this area and their critical analysis and gap are identified. It examines in details view and opinions of different authors, their weakness and strength. 2.2 CRITICAL LITERATURE REVIEW According to Alexander (2004) learning is asocial process where the true direction of learning is not from individual to social, but from the social to the individual (Vyyosteky in Alexander, 2004) for him, teachers are not merely facilitators, secondary to the process as theories of andragogy would have it, nor mere transmitters of learning instead learning is a process with teachers and learners as interactive participants. Both learners engagement and teachers interventions are essential. Nevertheless Alexander believes what learners say is a mere important than what teachers say implying that dialogue enables teachers to facilitate future planning of the learning process on the basis of their interpretation of what learners say. As Alexanders focus is primarily on the education of children, this is an argument for dialogue based on its efficacy for school learning rather than its political desirability; however he also points out that if it is effective for childrens learning, then it will also be for adult education, including the education of teachers, Alexander characterizes dialogue teaching as collective, reciprocal, supportive, cumulative, and purposeful viewing knowledge as problematic and open rather than given and closed. The need for a holistic development of children is appreciated all over the world. Consistently, united Nation Convention on the rights of the child (UNCRC, 1989) African charter on rights and welfare of child (OAU, 1990) and the Government of Kenya (Republic of Kenya, 1998) recognize the right of every child to a standard of living adequate for its physical, mental, spiritual, moral and social development. This implies that the care givers should provide adequate and appropriate care

to children, since development deficiencies that occur during this stage are difficult to reverse (pipes and tralions, 1993) Chalmers and fuller (1996) in teaching for learning at university theory and practical aspect address the disconnect or gap between what teachers assume about learning versus how they practice teaching. The text centers on how to integrate how instructors teach with how the students learn. Four main types of learning strategies are highlighted:- strategies for acquiring information, strategies for working with information that manifest understanding, strategies to confirm learning (assessment) and strategies for personal (or time) management. The strength of this text lies in its highly adaptable curriculum models which emphasize particular skills (i.e.) summarizing, small group, collaborative work, analyzing). Further Chalmers and fuller provide case studies from across section of curriculum areas (science, vocational education, accounting, information system and writing) to illuminate the success of certain strategies in meeting needs of students. My presentation includes reference to some of the model presented in this text to give faculty additional options for practical application of learning theory. Maria montesson (1870-1952) created one of the earliest curriculums for early childhood education. Her work has stood the test of time and is still used in many early childhood settings. Her theory focused on the relationship between child and the environment as a framework when developing her materials and teaching strategies. She believed that teachers should carefully observe children at work and play to determine what teaching and materials are appropriate for their next phase of learning. Montesson materials were designed to be didactic, self correcting and appealing to the sense as the basis for intellectual development. She considered childrens needs with regard to furniture and materials, even constructing tables and chair to better accommodate young children Goffin and wilson,2011). John Dewey (1859-1952) believed that education should contribute to childrens personal, social and intellectual growth and that learning occurs by creating an environment based on shared experience. Dewey viewed children as active beings, eager to interact and explore their world. This type of learning, according to Dewey, occurs best in the context of problem solving and investigation within experiences that are meaningful to children.

Jean Piaget (1896-1950) also believed in the need to explore their environments. Piaget organized growth and intelligence into four stages of sequential development. Each of these stages depends and builds on the preceding. His work guides the practice of providing stimulating, informal learning experiences with multiple opportunities for children to grow and develop. Piaget believed that appropriately planned learning experiences encourage children to explore and experiment at their own levels in environments where they can use objects to construct relationships and understandings. According to Piaget, the major impact of carefully chosen materials and well prepared environment is to enable the child to gather physical and logic- mathematical knowledge. Although Piaget emphasized that children must make discoveries independently he did not suggest that children can be left on their own in a carefully planned environment. According to piaget the teacher plays an integral role in modeling, providing examples and carefully developing questions that engage and support the learning process (kamii and devies, 1993). He also recognized that social interaction, like the environment and material; provide impetus to learn (sowers, 2000). Quality early childhood programs are highly organized and structured environments that teachers have carefully prepared and in which teachers are in control.(bredekamp& rosegant), a variety of teaching strategies, modifying and adjusting tasks, setting expectations, demonstrating, assisting and facilitating (Berk and winster, 1997). Sometimes all of these teacher behaviors occur within the same learning experience (Bredekamp and Rosegant, 1995).Stressing education should focus on the strengths and capabilities of children, Vygotsky suggested that all children be educated in group settings. Social interaction and discourse with peers has a powerful effect on a childs development and mixed age groups provide learners with additional resources beside the teacher and environment. These educational pioneers shared a belief that the child constructs knowledge through interactions with the physical and social environment. This model of interaction and construction provides a solid framework for decisions about teaching strategies, content, performance, standards, environment and materials. Based on a foundation built by these educators, this guide serves to support knowledgeable teachers who seek to create early childhood settings where play based learning is viewed as paramount in childrens experiences, problem solving opportunities occur within the context of genuine questions and investigation, interaction are cultivated, and appropriate and rich materials are selected and provided according to the individual interest of children.

An expanding body of knowledge demonstrates that young children profit from quality early childhood educational settings. While it is important to be sensitive to individual characteristics and development, research indicates that children are capable of more cognitively challenging and stimulating experience than previously believed. The evidence also indicates that children who develop strong cognitive and social skills are most likely to succeed later in school experiences (National research council, 2001). Early childhood programs need to create settings where cognitively challenging curriculum is embedded within appropriate experiences and delivered by professionals who are caring, understanding development and stay current with research and best practice (shore, 1997). Teachers should be reflective and involved in decision making a round curriculum and teaching strategies.

2.2 TYPES OF MATERIALS Materials for teaching and learning in ECD centers range from simple to complex, printed and non printed materials. Children needs materials in learning process so as to enhance their understanding According to jean piaget (1964) learning materials enhances holistic development. Learning materials are required for learning they include materials used in indoor and outdoor learning according to Kenya institute of education (2002) those materials include quality furniture, climbing frames, paint brushes, woodwork tools, blocks, wall display, chart letter charts, number blocks, pictures and many others. A classroom should contain a wide variety of materials that children may observe, touch and manipulate the variety of materials invites investigation and imaginative use among children. Some of them are available for children to use spontaneously. Other is preserved for lessons that the teachers prepare, however MCKEE (1986) considers the following activity materials and areas as basic. These are blocks water, mathematics, science and send play, reading and writing, art and dramatic, puzzle, manipulate and music.

To design and create with diverse materials both two and three dimensional children use basic materials such as makers, scissors, lopper and paint coloured papers. To solve problem children work with mathematic manipulate block puzzle and games materials are very crucial for meaningful learning among children particularly when doing performing game they need materials like puppet, models and others. 2.3 SELECTION OF MATERIALS Materials for teaching young children need to be properly selected. Teachers and care givers therefore have a major role in selecting materials for teaching and learning among young children. According to KIE (2001) the following points need to be considered. Materials selected for young children should be revealed to the age of a learner, interesting and meets their needs. They should neither be too challenging nor too simple for the children durability is also an important factor when selecting these materials they must be long-lasting and strong especially the fixed play materials like swings and slings. The materials should not tire or wear easily; the selected materials must ensure safety among the learners while they are in use. Adequacy of the materials is necessary to enhance smooth learning; young children need attractive bright materials which also vary in colour and shapes. Materials selected must ensure safety among children while use during learning. These are several sources of materials for teaching young children KIE (2001) suggested that materials can be collected in the locality, the habit of teachers collecting materials for teaching young children is an old phenomena. Teachers have been credited for the ability to improve. Learning and teaching materials need to be handled with care as sometimes. Those materials could have expired, therefore extra care is good. Early childhood development (ECD) programs are to operate or worked inn conjunction with the communities. The teachers in collaboration with the communities can play for a workshop developed materials for young children. Materials for teaching and learning for young children required in ECD centre included, book, plasticine, stationary, text books and other because plays are commonly known way of learning among the preschool pupils, play materials therefore need to be adequate and promptly provided by parents and other partners. Proper selection of materials for learning promoters children holistic development.

2.4 ROLE OF MATERIAL IN TEACHING AND LEARNING According to piaget (1975) when children interact with materials they discover and construct their own knowledge. Through discovery learning takes place. Materials are required for acquiring certain skills. Teachers use numbers cards to help children recognize the number concepts and develop counting skills. Balls are usually use referred eye-hand-co-ordination. Frobel referred play to gifted and advocated for learning through play. According to Beckham 1977, block play are to strengthen children perception of space. They develop the concepts of little, big, move and eventually develop practice of balancing a symbolic representation Patrices and Mary (1979) argue that water play is a crucial due to the fact that tense and angry children often relax as they play with water. The move threatening nature of water helps create an environment in which they feel safe and comfortable not forgetting that throughout the history people have socialized at sources of water supply. They father argue that water play provides an opportunity for intellectual growth. This is because water substance is quite different from solids which have existing properties the children can explore. According to Jean piaget learning becomes easier among children when they are given multiple experiences. The essences of practice and use of materials help children to be active discovers as passive learning is effective at early childhood development education (ECDE) these materials are made by teachers and at times bought materials are more beneficial to learners as learning in low levels require the use of materials so that learners may acquire concepts and skills with ease. Adams (1979) contends that play materials are important for co-ordinations, constrictions, reconstructions activities and classification activities essentially practical value to a child and his family piaget continues to argue that children for a new knowledge from the action and objects through metal process which is described as a commendation and assimilation.

This argument is useful to this study as give insight in the way teaching and earning materials effect the performance of pre-school children in the area of study.

Observing response to stimuli a scientist in his experiment routinely placed meat powder in his dogs mouth. The dog salivated in response to a number of stimuli associated with food such as the sight of the food dish to an individual who constantly bought food and the sound of the door closing when the food was an important part of learning which is called classical conditioning in a classroom. This tell us that we *** our learning which can influence the way children learn, learning is paired with a rich, an interesting learning and teaching materials which arouses children interest so that teacher should ensure total use of children need for the first hand experience. Materials encourage children in active involvement and to the same extent their sense of autonomy. 2.5 ROLES OF TEACHERS Dr. Maria Montessori emphasized the value of preparation in which the teacher or directors of male materials appropriate for children at various development stages. The variability is particularly wide in Montessori classrooms she believed that children learn differently from adults and need manipulated concrete materials in order to learn, so the teacher is needed to provide variety of materials to the children. Teachers should develop materials for teaching different academic skills acid specific materials and develop their sense. Teachers lay a major role in gathering information about areas of learning although appreciating the importance of children exploring and discovering on their own using materials, teachers need to engage in directing information to the children. The teacher is also need to design the physical environment. It is designed.

CHAPTER THREE 3.0 RESEARCH METHODOLOGY 3.1 INTRODUCTION In this chapter details on how the research was conducted was presented. The chapter is divided into eight sections. Sample and sampling technique, research instrument, date collection, procedure and method of data collection and methods of data analysis. 3.2 RESEARCH DESIGN The study adopted a descriptive survey design is considered appropriately for the study because according to Kothari (1985) survey is concerned with describing recording analysis and reporting conditions that exists or existed. 3.3 AREA OF THE STUDY The study was carried out at Galbet zone in Garissa central division. According to singleton the ideal setting for the study should be easily accessible by the researcher and permit instant report with the information Galbet zone is easily accessible to the researcher also no similar research had been carried out in Galbet zone in the time of doing this research. 3.4 TARGET POPULATION The target population was twenty pre-school in Galbat zone, Garissa district. All the head teachers ECD teachers and parent of the pupils in these schools comprised the population of the study. 3.5 SAMPLING TECHNIQUES The researcher used random sampling to select five schools in Galbet zone. Random sampling technique was used because it gave all members of the population equal chance of being selected. Random sampling was also used in selecting the teachers and parents.

3.6 SAMPLING SIZE A sampling is a small portion of a target population sampling means selecting a given number of subjects from a defined population, a representative of that population and any statement made about the sample should be true of the population. It is however agreed the larger the sample the smaller the sampling error. The researcher used teachers and parents to gather information. The researcher visited all ECD centres and the help of the head teachers was able to meet parents who responded to the interview. The researchers sample size was eight teachers, ten head teachers and fifteen parents. The total number of people interviewed was thirty three; this was therefore the sample size used in the study. 3.7 RESEARCH INSTRUMENT The study employed the used of questionnaires for collecting of data. There were questionnaires for head teachers, teachers, similarly interview. Schedule was also prepared to guide the researcher during the interview process with the informants the researcher used questionnaires because through them one could collect the required information from a large group sample in every short time. Oral interview schedule were also used by the researcher which helps not forget asking some vital questions during the interview session. 3.8 PILOT STUDY A pilot study was carried out in one of the neighboring ECD centre. The head teacher, one ECD teacher and parent were interviewed. The reason behind pre-testing was to access the clarity of the questionnaires. Question which improved the quality of the research were modified to improve the quality of the research instruments thus increasing its reliability. 3.8 DATA COLLECTING ORAL QUESTIONS These included the naming of the objective of different people like family member. It enhances the mastery of skills in learning e.g. listening skills. OBSERVATION

It was conducted in most activities like drawing painting, colouring and cutting. Activities in science like sinking and floating, sorting and grouping of materials were also observed. The activities give the children opportunities to explore, discover and experiment. CHARTS It was included in graphics form for education purposes to determine the level of achievement on mastering skills on objects. Data was presented in pie charts, line graphs and bars. Secondary data which included books and articles were obtained from academic libraries like Kenya National Library Service

CHAPTER FOUR 4.0 DATA ANALYSIS AND FINDINGS 4.1 INTRODUCTIONS After all data was collected recorded and entered for analysis, the results of the data were presented in table, frequency charts and bar graphs. The entire school sample in the area of Galbet zone in central division, most of the schools were the big schools, many of the pre-schools starts in small rooms of iron sheet and mud made temporary construction. Most of these schools are small and locked good facilities necessary for conducive teaching. The classes were small and the compound was not enough to allow free movement because of the of the space of the compound of some of those school the study observed that it was not easy to construct separate latrines for both boys and girls as well as for teachers, this affected the process of teaching toileting among the children however this process later progressed well. It has been observed that the school has P1 teachers and few ECD Diploma teachers. The enrolment of most of schools is at a minimum of fifty children the schools have a big collection of books for reference for pre-school as well as teaching. Similarly aids are not adequate. Learning materials for the children a part from being few were not durable papers which tear and wear after a short time. Due to lack of money to buy learning materials, children are restricted not to manipulate the available materials to avoid making them torn hence doing without. Because of this reason, the few learning materials like charts are normally hanged on the wall not at the level of the eyes of the children while dolls and counters are only used once in a while. 4.2 OBSERVATION ANALYSIS Learning and teaching materials used in ECD centres in Galbet zone Some of the sample children in the target population were observed because of the few learning materials in relation to the large number of pupils in the classes, there was a lot of grabbing and snatching of the few available

materials from one to another, among the pupils, this basically comprised the quality of education in such school pupils could not have enough materials for learning. In language activities the pupils were exposed to different activities an observation made were recorded down in frequency table and the converted to percentage. a) To identify learning and teaching materials used in ECD centre in Galbet zone in Garissa central division Language activities Writing their names Reading their names Reading their alphabet Reading pictures Story telling Mark out of five 2 3 3 2 2 4 2 2 2 2 4 1 4 4 3 2 2 3 4 3 3 3 2 1 2

After observing children doing the above activities in the table above, marks were a warded and were presented in frequency table and later converted into percentage to get, the get average marks on language activities. Table 1: Frequency table Score 2 3 4 1 Total = 10 Scores were converted into percentage Total score x 100 EF 10/25 x 100 = 40% Looking at how learning materials had affected the quality in learning in language work activities it was observed that 40% was below average. This was a result of lack of materials for reference Frequency 12 6 5 2 Ef 25

when pupils performed the activities in the case of writing their names those who scored below average **** while those who scored above average were issued with flash cards on which their names were written. It was therefore evident that and teaching materials enhances quality learning. Table 2: Number work Activities What are the learning and teaching materials used in ECD centre in Galbet Zone in Garissa District? Number of activities Number counting Classification Number of recognition Ordering of object Marks out of five 3 4 2 2 2 2 3 1 4 2 3 2 2 3 1 3 3 2 2 4

The above information was presented down in the following frequency Scores 3 2 4 1 Total = 10 Table 2 The average for work activities Total score x 100 EF 10/20 x 100 = 50% Looking at how the learning materials had affected the quality of learning in number work activities, it was observed that the number of percentage for number of work activities was 50% Frequency 6 9 3 2 EF

which shows that proper use of teaching activities and learning materials could improve the quality of education. It was observed that the pupils who scored below average that is 1 and 2 marks exposed so much to learning materials as the researcher used control agents. The above frequency table shows that 6 pupils scored 3 marks, 9 pupils scored 2 marks which were the highest, 2 pupils scored marks. it is evidenced that good teaching and learning materials might have some positive or negative effects on the quality of learning pupils which could be reflected in the way they perform in the class Table 3: observation and out door activities To examine how the problem of teaching and learning can be addressed to enhanced in ECD centre Activities perform Skipping Through catching Kicking Jumping over low length Bouncing of balls 2 2 3 3 2 Marks out of five 3 4 5 4 2 4 4 2 3 5 1 3 1 3 2

Information was presented below in a frequency table Scores 3 4 5 1 2 Total = 10 Frequency 7 5 2 6 8 EF

The percentage of the above information is converted as the percentage Total score x 100 25

10/25 x 100 = 60% During outdoor activities as per the frequency table above during activities where children had been exposed to variety of materials for along period of time shows that the scores were high whereby those who scored 1 mark and 2 marks had never seen the materials used during the activities any other time in their school life so they were not able to co-ordinate their body parts and the materials the percentage was above average because majority had been introduced to wage of materials enhances quality learning in ECD centre. Examining the effect of learning and teaching materials in the performance of pupils Table 4: Observation on environmental activities Activities Identifying classroom objects Sinking and floating Identifying things found at home Naming domestic animals Colouring weather charts Total = 14 Marks awarded out of five 4 4 3 2 2 1 4 4 5 4 4 5 5 1 2 EF = 21

3 4 5 5 2

4 1 5 4 2

Information was presented below in a frequency table Scores 4 3 2 5 Total = 14 Total score x 100 EF 10/21 x 100 = 60% The table above shows that people who scored above average were well equipped with materials for the lesson. The learning materials were enough for the pupils and there was no grabbing and snatching for them they highly scored and the percentage was also high that is 67% from the information collected this proves that learning and teaching materials are of great help in promoting quality learning in young children. 4.3 INTERPRETING DATA The collected data information on how teaching and learning materials have affected learning of children have been interpreted further by the researcher inform of a bar graph as shown TO identify learning and teaching materials used in ECDE centres in Galbet zone activities observed against their percentage. a) TO IDENTIFY LEARNING AND TEACHING MATERIALS USED IN ECDECENTRES IN GALBET ZONE Activities observed against their percentage Frequency 9 3 4 5 EF = 21

Average score were converted into percentage as

As per the graph, learning and teaching materials used by the researcher for language activities were charts and this made the performance to be low, but environmental activities given to the pupils performance outcome was higher because materials for colouring like crayons charts, dolls to manipulate, picture books were enough and so any activity performed was successful. b) TO FIND OUT CHALLENGES FACED BY TEACHERS ON QUALITY LEARNING IN ECD PROGRAMMES. Through the graph it is clearly observed that teachers faced challenges due to lack of enough materials on all subject area which caused some of the activity areas to remain below average due to scarcity which does not allow free work. This affected the general performance of the children, similarly funds to ensure circulation of materials and replacing old ones was a big challenge in most of the E.C.D.E centres Ignorance of parents of the parents to support in improvisation of the teaching and learning materials has been left to the teacher alone in all areas. c) TO EXAMINE THE IMPACTS OF LEARNING AND TEACHING MATERIALS IN THIS PERFORMANCE OF PUPILS IN ECD CENTRES GALBET ZONE IN GARISSA DIVISION.

In language activities there was enough materials which could make the pupils to perform the activities independently and in the line graph there was almost nothing shown, while activities like number work where materials were not very few, performance was fair with 50%. In all environmental activities there was plenty of materials and pupils did their work with a lot of peace so they could perform better and the percentage materials can affect the pupils positively or negatively hence lowering or raising the performance of an institution. d) TO EXAMINE HOW THE PROBLEM OF TEACHING AND LEARNING MATERIALS CAN BE ADRESSED TO ENHENCE QUALITY EDUCATION IN E.C.D.E CENTRES Quality Learning in ECDE centre can only be acquired through the provision of enough to all pupils and activities areas at all times. As per the graph those activities in the environmental area were well equipped and so the percentage shot up 67%. This needs the parent and teachers to team up to improvised and buy materials for all activities areas which would bring quality learning in ECDE centre 4.4 CONCLUSION From the bar graph above and frequency table analyzed it can be argued that the quality learning is enhanced by the materials used in teaching and learning by the teachers. Through the materials children get stimulated and become active in all activities teaching materials facilitate learning in young children and leads to smooth transition from home to pre-school and to lower primary level Through this materials, children are able to relate what they see at home to what they find in class and arousing their interest of learning to higher degree, it was noted that learning in classroom which was well equipped with materials was lively and motivating. Schools with larger compounds were also seen to provide better environment for learning for children as compared to those schools which had little or small compound.

CHAPTER FIVE 5.0 SUMMARY, CONCLUSION AND RECOMMENDATION 5.1 SUMMARY It has been shown that early age of a child is crucial, so parents, teachers and caregivers should have enough knowledge on child development and growth. It will help them on activities to provide to children so as to enhance their learning appropriately. For quality teaching and learning which lead to holistic development of a child teaching and learning materials should be provided because when they use then it will help to master their required skills faster than they are taught. 5.2 CONCLUSION Use of both teaching and learning materials should be encourage in every early children childhood programme and lecturers method which is too forgetful should be discouraged participation and learning in schools depends on how smooth transition from home to pre-schools to lower primary level. 5.3 RECOMMENDATION Teachers, parents and caregivers should be provided with clear guidance on how to come up with quality and valid teaching and learning materials which will develop the holistic life of the child there is need bridge the gap between home and school by use of safe learning and teaching materials. Member of the community should work together to come up with best results by proving stimulating learning environment through the provision of the learning and teaching in class and play equipment.

REFERENCES Adems, K.E (1979). Ideas that work with young with young children voi.2.The nation association for the education of young children Washington, DC Albany: Deelman publisher jomo Kenyatta foundation (1984) Guidelines for pre-school education Kenya Nairobi Allen, K.E (1984) the early years arrangement for learning. Network: prentice hall. Fein and Mary (1994).Eliciting childrens full potential evaluating development based programmed. Books/cote California. GOK(2002).guidelines for childhood development in Kenya Nairobi, KIE Jackman, H C (1997) early childhood curriculum: A childs connection to the world Koech (2000).Totally integrated quality and training Tiget Nairobi: Government printer?

APPENDICES Appendix A: Question for head teacher/manager The questionnaire seeks to establish the impact of teaching and learning materials for teaching ECD children in Galbet zone. Please answer the question honestly and diligently follow the instruction given. The answer you give should be treated confidently PLEASE TICK FOR CORRECTION RESPONSES 1. Gender female male

2. Year of service as head teacher! Manager Below 10-15 years 5-10 years over 15 years

3. Do you think you have adequate materials in year schools Yes No

4. If no explain why. 5. What contributes to inadequate teaching materials for teaching in ECD Lack of funds UN co-operative teachers 6. What is the role teaching /learning materials in an ECD centre class? Briefly explain UN co-operative parents

 .. 7. What is the role of teacher in relation to provision materials? Explain briefly .. 8. What are the role parents in relation to provision of materials? Explain briefly .. 9. Is there a resource centre in your school? Yes No

10. In your view what challenge do u face in relation to provision of teaching/ learning materials for young children? ..

APPENDIX B: QUESTIONAIRE FOR ECD TEACHER Dear Sir/Madam, I am pursuing a diploma course of ECDE and wish to research on impact of teaching and learning materials in ECD centre in your school. Kindly you are requested to provide answer to these questions as honestly as possible. Response to the question will be treated as confidential. Please tick where appropriate or fill in the required information on the space provided 1. Gender 2. Years of service Less than 5 years 11- l5years 6- 10 years over 15years male female

3. Please indicate whether the following facilities adequate or inadequate in your school Adequate Classroom Furniture Play field Play materials 4. Who should provide teaching/learning materials for children in ECDcentre? Teachers Parent the manager of ECD. inadequate

5. Do you think materials play role in teaching /learning along young children? Yes No 6. What is your view about materials in relation to quality learning ECD centre? Concentration Academic achievement Better Better Good Good Poor Poor

Participation Skills acquisition

Better Better

Good Good

Poor Poor

7. a) How can you describe the effort of the head teacher in your school compared to parents on provision of materials? Very Good Good Fair Poor

b) What reason can you give for the answer given above?................................................................ .. 8. Among these materials on the one which can effect learning negatively if not provide in an ECD centre Chart Blocks Play materials Crayons 9. What contributes to the shortage of materials in ECD centres Ignorance Poverty Poor management 10. How do rate parents in relation to provision materials Highly positive Negative Positive Highly negative

APPENDIX C: INTERVIEWS SCHEDULE FOR PARTENTS 1. Gender Male Female

2. What is your education level? Primary 3. What it your occupation Employed Self employed Secondary College None

4. Do you think materials are learning are important in learning Explain briefly... .. 5. Who should provide for learning in an ECD centre .. 6. Are you called for materials development workshop? Explain briefly. .. 7. Has your school had any problem of materials at any time? Explain briefly.. ..