Influence of slum working mothers on social emotional and behavioural skills of preschoolers: A survey of Riruta zone, Dagoreti district Nairobi County

Abstract

The purpose of the study was to determine the influence of slum working mothers on preschoolers' social emotional skills development in Riruta zone, Dagoretti District, Nairobi County, Kenya. It was found necessary to undertake the study as its finding would provide useful insight as to why preschoolers should acquire social and emotional skills early in life. The study was guided by three objectives: To assess the influence of mothers' social economic status, mothers' working conditions and mothers 'emotional well being on the development of preschoolers' social emotional and behavioural skills. The findings would be used in strengthening mother- child relationship as well as sensitizing other stakeholders for healthy social emotional development of preschoolers. Literature review exposed what other scholars and researchers had found out about the role mothers play in fostering social emotional skills in their preschool children. Theoretical framework was largely drawn from the work of Erik Erikson (1982) on social development. The study adopted the survey design of research. The target population was drawn from Dagoretti District in Nairobi County. The sample comprised of 10 teachers, 60 mothers and their preschool children from five public preschools. Questionnaire was used to capture information from teachers. Interview guide was used to capture information from the mothers. Separate interview guide was used to gather information from the preschoolers. A pilot study was conducted to clarify instrument validity. For reliability Chronbach's Alpha was conducted. Data collected was analyzed using Statistical Package for Social Scientists (SPSS) and descriptively around the research objectives. The findings revealed that the unsupervised preschoolers of the slum working mothers did not develop appropriate social emotional and behavioural skills. They had low self-esteem and solved problems through aggression and were rejected by others most of the time. The study recommended that mothers should be sensitized on the importance of helping the preschoolers develop appropriate social emotional skills through interacting effectively with them by devoting time. They should partner with teachers and other stakeholders to bring up a whole child. The study recommended further study on effects of social emotional skills on transition to standard one, school characteristic on social emotional skills development and that the current study be carried in none slum area. Key words: Social Emotional skills, Self-esteem, Pro-social behaviour ,Selfregulation preschoolers and Slum Working Mothers.