Preschools Stakeholders’ Perceptions Of Relevance Of Physical Education And Implementation Of Its Programme In Nairobi And Nyeri Counties, Kenya.

Abstract

Physical Education (PE) plays a key role inthe holistic development of a child. It is valued for its immensecontribution to the physical, mental, social and emotional growthof a child. Thus, the need and support for a Physical Education (PE) programme in early childhood education (ECE). However, concerns have been raised over the implementation of PE in the Kenyan education system. The aim of this study was to examinepreschoolsstakeholders’ perceptionsof the relevance of PE and establish whether these perceptions hadan impact on the implementationof PE.A descriptive survey was used to collect data from 60 head teachers, 99 teachers and 60 parents. Qualitative and quantitative methods of data collection and analysis were used. This involved use of questionnaires, interview schedules, observation guideand document analysis guide. Descriptive analysis techniques (frequencies, percentages) and content data analysis were used. The study found that, 99 (100%) teachers, 60 (100%) head teachers and 46 (77%) parents viewed PE as a relevant activity area in the ECE curriculum. Nairobi and Nyeri pre-schools teachers 93 (93.94%) indicated that PE was taught in their pre-schools but observations revealed that, the actual practice on the ground was different. PE lessons were used to teach other activity areas.Based on the findings of the study it is recommended that, PE should be taught like all other activity areas and the Ministry of Education inspectorate unit should ensure that this is adhered to in all pre-schools. All stakeholders should be sensitised on the importance of PE and seminars and workshops should be held regularly for pre-schoolteachers.