Community participation

Children have a fundamental right to live and learn in conditions that promote their holistic development. Early Childhoold Development centres (ECDC)comprise one of the immediate social and physical environments (Bronfenbrenner s, 1986/1989 microsystems) that influence this development. The ECDC therefore should be manned by motivated teachers and have adequate learning materials, equipments and facilities. Consequently, communities are expected to participate in provision of the necessary inputs. Earlier findings implied low community participation in support of children in ECDC, as opposed to the less vulnerable primary school children. This study, therefore aimed at investigating factors that influence community participation, the modes and levels of that participation, and the relationship between participation and, teacher motivation and suitability of learning environments. The study found that more than 50% teachers had low motivation, and the suitability of the physical environment of over 55% ECDC was below average. Further,63.2% of community members participation was low.

Autorentext

The author is a Lecturer at Kenyatta University, a researcher in child, family and community issues, and a PhD holder in Early Childhood Studies. She has authored books in the areas of Child Rights and Protection, and Children with Special Needs. She also has a passion for health and nutrition practices in child care.