Influence of Classroom Morning Circle Time on Children’s Social Skills Development in Nakuru East Sub-county, Nakuru County, Kenya.

Abstract

This research endeavored to determine the influence of morning circle time on children's social skills development. The objectives of this research included determining the relationship between classroom morning songs and prayers, the role of time duration, influence of classroom morning friendly chat/social interaction, and influence of the teacher's role in the classroom morning circle time on the preschool children’s social skills development. The Social Learning Theory and Theory of Reasoned Action guided the research. The research method used in this research was a descriptive research design, a survey of all public Early Childhood Development Education (ECDE) schools in Nakuru East Sub-County, Nakuru County, in Kenya. The target population was forty-eight (48) headteachers, one hundred and seventy-eight teachers (178), in Nakuru East Sub-County. For Primary Data, the researcher used a questionnaire, interviews, and observation schedule to collect data. Data was analyzed by a quantitative approach. The results were summarized and presented using tables and charts. The researcher draws conclusions that classroom morning songs, prayers activities, classroom morning activities duration, classroom morning friendly chat/social interactions activities, and Teacher’s roles in the classroom morning circle time influence the preschool social skills development. The research recommends that teachers and parents should play an active role in enhancing morning circle time. The morning songs and prayers activities should begin at home then be extended in school circle time. The duration should be extended to provide sufficient time for morning circle time. The teacher should be equipped with more skills on how to play their role in morning circle time. Pupils should be allowed to have social interaction activities to enhance their social skills.