Factors hindering outdoor play in preschools in Makadara District-Nairobi County, Kenya
The problem of this study is that despite the government of the Republic of Kenya providing pre-school education, learning through play by learners (in this education sub sector) has been dismally below expectation. Not only is play rarely used in public preschools but the quality of play activities has often been hindered by many factors. The haphazard implementation of government policies on pre-school education, the role of the teacher in play, socio-economic factors and lack of clear strategies are lowering the quality of pre-school education in Kenya. The purpose of this study was to determine factors that hinder play in public pre-schools in Makadara District, Nairobi County, Kenya. The study sampled public, private, NGO's and religious per-schools in Makadara District. Data collection was done using questionnaires for all the three categories of respondents namely: pre-school teachers, Education Officers and parents. A resource checklist was also used to collect data on the physically available outdoor play materials and facilities the study used questionnaires while simple random sampling technique was applied .. There is need for the government officers to sensitize the parents on children learning through play. This will go along way in making headway in holistic development as well as holistic learning of young children. Learning will be natural as parents and teachers alike will endeavor to accord the child play time, material and activities. The government of the Republic of Kenya should initiate programmes that can alleviate poverty in low income areas of the city of Nairobi especially in the slums. In light of this, there is need for development partners like World Bank, UNESCO and others to initiate income generating activities for the urban poor. This will make headway for economic empowerment hence realization of learning through playas parents will be able to pay for play materials. The government should consider subsidizing pre school education in order to realize millennium development goal of20l5 and vision 2030. This can only be achieved by motivating pre-school teachers through employment that comes with competitive remuneration.