Browsing by Author "Walumoli, L. Alex"

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Challenges teachers face when handling children with aggressive tendencies: a study in Mwingi central sub county, Kitui county, Kenya
(KIBU, 2018-09-03) Murugi, Joanna Oyamo; Wafula, Robert; Walumoli, L. Alex
Children with aggressive behaviours belong to the behaviourally disordered category of children with special needs. These children display negative behaviour tendencies that hurt others either verbally or physically. They manifest such characteristics as quarrelsomeness, vengefulness and destructiveness. It also includes spreading rumours, telling lies, giving dirty looks, insulting others and humiliating others. According to Botha (2014), such behaviour tendencies impedes negatively on learners’ social and academic development of these children. They are also font of interrupting learning activities and lack focus on tasks in class leading to failure to follow instructions from the teacher. Handing these children can be challenging unless teachers are empowered. This article examines challenges teachers face when dealing with children with aggressive tendencies. The objectives of the study were: to find out the challenges teachers face when dealing with aggressive children; to find out the appropriate strategies for helping these children. The research design used in the study was a descriptive survey. Ten schools were sample in Mwingi central sub county, Kitui County, using stratified sampling. A sample size of 20 children with aggressive behaviour tendencies were purposively sampled. Class teachers from pri-primary one to class three (4 teachers in each school) were included in the study, a total of forty teachers. Data was collected through analysis of children’s academic records by summarising them on tables. Questionnaires were used to gather data from teachers. Responses from teachers were analysed through themes with excerpts. Children with aggressive tendencies were found to show poor school attendance but rarely drop out of school. Poor school attendance is a predictor of poor academic performance and negative teacher-pupil attitude. It further established lack of sufficient training for teachers handling aggressive children. This leads to lack of necessary skills of handling these children. Most teachers expressed frustration and lack of adequate support from parents, community, education officers and school administration. It is important that all teachers for young children attends seminars and workshops on ways of handling aggressive children. There is also need to develop guidance and counselling programme in early childhood education. Parents and community should give adequate support teachers when dealing with children who show aggressive tendencies.
Factors Influencing participation of children in early childhood development and education programme In Bungoma south sub-county, Bungoma county – Kenya
(KIBU, 2018-09-03) Murugi, Oyamo Joanna; Wafula, Robert; Walumoli, L. Alex
The purpose of the study was to investigate factors influencing participation of children in the ECDE programme in Bungoma South Sub-county of Bungoma County. Early childhood care and education programmes yield greater investment returns than any other level of education yet it is the age at which children are most vulnerable to life threats like disease, abuse and neglect. This study was guided by the following objectives: To examine the influence of common ailments, teachers’ motivation and School Feeding Programme on participation of children in the ECDE programme. Systematic Random Sampling was used to identify 21 ECDE centers to be included in the study and 2 teachers from each centre involved directly as respondents. Data collection was done using questionnaires; collected data was further organized into themes then frequencies and percentages obtained. The results were presented on tables to make the interpretation easier. Results obtained showed that absenteeism rate of 3% - 5% daily in the ECDE centres was due to common ailments; the highest satisfier for ECDE teachers was their good social relationship with other ECDE stakeholders while their highest dissatisfiers were their social status and remuneration; and, the feeding programme was very effective (88%) in enhancing enrolment and daily attendance of children. Based on the findings, the study concluded that childhood diseases affected children to the extent of them missing important school hours; the ECDE teachers’ motivation was generally low due to poor remuneration and the status accorded to them and finally, School Feeding Programmes enabled smooth transition from home to pre-school since it acted as a bridge between home and school. The study recommends that local communities be empowered economically to afford nutritious food and medical services for their children; a clear Scheme of Service for ECDE teachers be put in place stipulating their remuneration and School Feeding Programme be availed in every ECDE centre.