| dc.description.abstract | This study investigates the parental level of income in pre-school preference for their young children in
Nyamira division, Nyamira county-Kenya. The objective of this study was to determine the sources that parents
use to earn income to support their children in preschools. The target population was 79 head teachers, 227 preschool teachers and 4200 parents whose children are in pre-school from both public and private schools from 3
zones in Nyamira Division. The sample size was 10% of the target population and random and purposive sampling
techniques was used to sample the population, Mugenda and Mugenda (2006). The study adopted descriptive
research design and was informed by the Bromfenbrenner’s ecological theory of human development. The data
collection instruments were questionnaires and interview schedules. Simple random techniques and purpose
techniques were used to select primary school head teacher, pre-school teachers and parents. Using simple random
sampling techniques, 10% of the parents were selected. Purposive sampling was used to select the 10% of for
primary school head teachers and pre-school head. The data was analyzed using both descriptive and inferential
statistics. The descriptive statistics was used to describe and summarize data in form of frequencies distribution
tables and means. The inferential statistics was used to make inference sand draw conclusions.The statistical
package for social sciences (SSPS) version 22 was used to analyze data. Those from the interview schedules were
analyzed using thematic analysis approach. The study found that parents with high income levels preferred private
and expensive preschools due to quality of education offered in those preschools. On the other hand parents with
low income prefer either cheap or public preschools for their children. The key recommendation was that the
government should support parents with grants and small loans so that they can be able to support their preschool
children in better and quality preschools. | en_US |
