Let Them Know They Can Just Run Around and Nobody Expects Them to Do Homework: Parents' Expectations of Early Childhood Education and Care in Kenya
|Published online: April 04, 2014
This paper reports findings from a study of Kenyan parents’ perceptions of an ideal early childhood educational environment for their children. Honouring their voices and showcasing them as advocates for quality early childhood education and care, findings are presented as constructed conversations between parents. Twenty-three parents who are professionals, have young children and live in Nairobi were interviewed for this study. Data were then analysed using a constructivist grounded theory approach. Parents reported that quality programs included playfulness, freedom and purpose and that it took a partnership of teacher, child and parent to realise the ideal.
||Early Childhood Learning, Parents, Quality, Grounded Theory
The International Journal of Early Childhood Learning, Volume 20, Issue 2, April 2014, pp.11-22.
Article: Print (Spiral Bound).
Published online: April 04, 2014 (Article: Electronic (PDF File; 645.247KB)).
Student, School of Education, James Cook University, Townsville, Queensland, Australia
Worked in in the field of education including high school teaching, teacher training at college and university levels, and curriculum in Kenya and in Australia. Research interests include quality early childhood education, pre-servicing teachers, effective pedagogies.
Lecturer, School of Education, James Cook University, Australia
As a lecturer at James Cook University, she designed and implemented face to face and online professional development curriculum for undergraduate students; supervised postgraduate students; and researched, published, and presented conference papers in the areas of reflective practice, professional dialogue, meditation, mindfulness, and yoga in schools and work places. She is the founder and freelance facilitator at Mindfulness Works, where she offers a range of services that bring a mindful approach to the personal and professional development and wellbeing.
Co-ordinator, Early Childhood Education, School of Education, James Cook University, Australia
Reesa is an associate professor at James Cook University. Her research interests and publications include: early childhood education; arts-based methods for research, learning and teaching; early childhood environmental awareness and sustainability; Fear and emotional literacy; dogs in the educational environment; scenario-based learning; conceptualisations of childhood; pre-service teacher education; partnerships in education; and child protection. Assistant Professor Sorin coordinates early childhood education and care and has previously coordinated and taught in arts education and professional studies. she is also the administrator of Far North Early Childhood Network which brings together early childhood professionals in the far north Queensland and beyond to share information and work together to the best outcomes for young children and their families.