A Critique of Pedagogical Methodologies Used in Science in Early Years of Education in Nyamira County-kenya

Abstract

Effective choice, adoption, and utilization of a pedagogical methodology in the early years of education science curriculum are crucial in developing essential skills in preschool learners. In Nyamira County, the pedagogical methodologies used in science in the early years of education are mainly teacher-centred. With the implementation of the competency-based curriculum in Kenya, the methods of science instruction should be learner-centred to effectively develop and nurture essential skills in the learners. The study critiques the pedagogical methodologies used in science in the early years of education in Nyamira county. The paper analyses pedagogical methodologies, including demonstration, experiments/ practical studies, narration, play, group discussion, games, and self-directed methods. The level of implementation and effectiveness of these methodologies are also assessed. It also makes a comparison of the pedagogical methodologies used in various countries. A review of related literature is conducted using philosophical analysis and hermeneutics. Through the review of related literature, significant findings are realized and analyzed conceptually. It is found that despite the implementation of the Competency-Based Curriculum in Kenya, which supports Learner-centered pedagogical approaches, teachers still use the old pedagogical methodologies, which were mainly teacher-centred. Additionally, many teachers are not familiar with some of the learner-centred methodologies, and schools lack the necessary resources to ensure the effective adoption of these approaches. The study recommends that the government should increase resources to schools to ensure that teachers are trained on the appropriate pedagogical methodologies and to facilitate the construction and equipment of innovation hubs, and workshops. This study is significant to both scholars and other relevant stakeholders as its findings may be a pointer to unearthing the deep-rooted issues in science instruction in the early years of education. Consequently, the findings can inform future education policy guidelines and quality assurance systems.