| dc.description.abstract | Access and engagement to early childhood education worldwide helps prepare young children to
succeed in school and become better citizens. The major challenge in Kenya was that Early
Childhood Education (ECE) was left in the hands of the community and parents, resulting in a
big variation in type and quality of ECE. Even with ECE being devolved to the county
government, access to preschool education continue to be a challenge. Hence, the present study
explored the relationship between parental attitudes towards early childhood education and preschoolers access to early childhood education in Kenya. The objective of the study was to find
out the relationship between parental attitudes towards early childhood education and preschoolers access to early childhood education in Kenya. The study adopted concurrent
triangulation research design and was informed by Bronfenbrenner’s Ecological Systems Theory
(1979) and Emile Durkeim’s Functional Theory (1858-1916). The target population included 21
head teachers, 228 ECE lead teachers and 863 parents and a sub-county education officer. The
sample sizes were 9 head teachers, 43 ECE lead teachers, 76 parents and a sub-county education
officer. The instruments of data collection were: Questionnaires, interview schedule and
document analysis. Validity of the instruments was enhanced through piloting and by experts.
Reliability of the instruments was ensured by Test-Retest method. Quantitative data was
analyzed using descriptive statistics and presented in form of tables, graphs and percentages.
Qualitative data was coded and classified into major themes as they emerged. The findings
revealed that most Parents’ had a negative attitude towards accessibility to preschool by the
learners. It was concluded that mechanisms should be put in place to deal with this negative
attitude and ensure that parents and guardians are very positive with their children’s accessibility
to schools.It was recommended that policy makers and stakeholders come up with the course for
adult literacy as a pre-requisite tool for good accessibility to preschools. The present study also
recommends the government should support children whose parents have negative attitude
towards education thus denying them education. The researcher recommends for a further
research on preschool environmental factor as determinants of preschoolers’ access to early
childhood education in Kenya. | en_US |