A STUDY ABOUT CHALLENGES FACING ECDE

CHILDREN FROM SINGLE PARENT FAMILIES IN

AINAMOI ZONE, KERICHO DISTRICT

BY
CHEBECHENG JOANNIS

A RESEARCH PROJECT SUBMITTED IN PARTIAL

FULFILLMENT FOR THE AWARD OF DIPLOMA IN
ECDE

AUGUST 2014

THROUGH
SHAMMAH CORNERSTONE COLLEGE
 DECLARATION
I declare that this research proposal is my original work and has not been previously
presented for the award of Diploma in any other college.

ii
 DEDICATION
The research proposal is dedicated to my parents.

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 ACKNOWLEDGEMENT
First, I give honour to Almighty God for His blessings that he has poured onto my life.
He has also enabled me to go through this tedious work of proposal writing.
Much thanks also to my supervisor, Leah Kiune for her support and motivation. Much
thanks also goes to the head teachers of the schools where I studied; they motivated me
with encouragement, analyzed my work and gave me support throughout the programme.
I also thank my husband for his tireless support that he gave me throughout the work.
Finally, to my colleagues whom we teach together at school; you wished me well,
supported me willingly and ready do to the best for the children; God bless you all.

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 TABLE OF CONTENTS
DECLARATION ................................................................................................................ ii
DEDICATION ................................................................................................................... iii
ACKNOWLEDGEMENT ................................................................................................. iv
TABLE OF CONTENTS .................................................................................................... v
ABSTRACT ....................................................................................................................... vi
CHAPTER ONE ................................................................................................................. 1
CHAPTER TWO ................................................................................................................ 8
LITERATURE REVIEW ................................................................................................... 8
CHAPTER THREE ........................................................................................................ 14
METHODOLOGY ........................................................................................................... 14
CHAPTER FOUR ............................................................................................................. 17
CHAPTER FIVE .............................................................................................................. 44
5.0 Introduction ............................................................................................................... 44
REFERENCES ................................................................................................................. 47
APPENDIX A: Observation Checklist ............................................................................. 49
APPENDIX B: Questionnaire for ECD teachers. ............................................................. 50
APPENDIX C: Questionnaires for Head Teachers .......................................................... 53
APPENDIX D.: Questionnaire for the QUASO ............................................................... 54
APPENDIX E: Interview Schedule for Parents ................................................................ 55
APPENDIX F: WORK PLAN SCHEDULE AND BUDGET. ........................................ 56
APPENDIX G: PHOTOGRAPH OF A SINGLE PARENT FAMILY ............................ 57

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 ABSTRACT
This study was carried out to investigate the challenges faced by children who have one
parent to cater for all their needs. Most of these children when looked at critically lack
something or are not satisfied as compared with children with both parents. Single headed
mothers families have either mother or father being the breadwinner. The research will
look at the standard of living for children with single parents and how they can be
assisted to come out of such conditions.
In chapter one, the researcher will look at the background of the study, statement of the
problem, purpose of the study, objectives of the study, significance of the study and
scope and limitation of the study and finally operational definition of terms.
In chapter two, the researcher will deal with the existing literature and fill the gaps left by
the existing theorists on the challenges faced by children with single parents.
Chapter three is concerned with the methodology used in the study which involves
research techniques like sampling.
In chapter four, the researcher will deal with the presentation and analysis. The raw data
is obtained through questionnaires, interviews and observation guides. Then the
information is presented in pie charts, frequency tables and polygons.
Lastly, chapter five will contain the summary of the whole study, conclusion and
recommendation of the findings.

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 CHAPTER ONE
1.0 Introduction
This chapter entails the background, statement of the problem, purpose of the study,
objectives, and significance of the study, limitations, delimitations and definition of the
operational terms.

1.1 Background of the study.

All parts of the world are all responsible for problems faced by the children therefore
there is need for them to provide full protection and enough care as indicated by Seer
(1964). He mentioned on family as the provider of basic needs to the children. Therefore,
parents and other caregivers have to provide safe and conducive environment with
appropriate supervision for children to flourish as mentioned by Albert Bandura and
Ronkos (1993).
The role of parents and caregivers is therefore crucial for effective reinforcing agents.
Nutritional and health status are powerful influence on child learning and how well a
child can perform in school. Also parents play a crucial and key role in developing of
quality teaching/ learning materials to facilitate learning in the ECDE Centers.
According to Mary Eming (1995) a child’s capacity and growth depend on interactive
process of health nutrition and child to develop attachment and security with the parents
(caregivers).
According to the International Context Convection on the Rights of the Child (1989), the
United Nations Convention on the Rights of the Child (UNRC), is an international
convention setting out the civil, politics, economic and cultural rights of children. It is
mentioned by the United Nations Committee on the rights of the child which is composed
of members from countries around the world.
UNICEF (1999) indicates that early years are important in laying foundation for
adulthood. It is in this period where there is a rapid development of the brain. Children
are able to learn and acquire certain knowledge, skills and attitudes very quickly with
minimal effort.
In Kenya, the Early Childhood Development and education curriculum in Kenya should
seek to meet the physical, mental, social, spiritual and emotional needs of a child, as
stated by (Guidelines for Early Childhood Development in Kenya 2003.)

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Formal child protective system has been developing since independence in early
(1960’s). Legislation addressing children’s issues was in place since this time and
include:
 The Children’s and Young Person Act.
 Guardianship of Infants.
 The Adoption Act.
These statutes remained in legal force up and until March (2002), when the new
children’s act (2001) entered into force.
There has also has been a children’s department which is hosted under the auspices of the
Ministry for Home Affairs. It is specifically tested with dealing with issues of
implementation of child care and juvenile justice.
Kenya ratified the convention on the rights of the child on July 31 1990.
The enactment of the Children’s Act (2001) gives effect to the obligations of Kenya
under the Convention on the Rights of the Child (CRC) and the African Children’s
Charter since its ratification, Kenya has been working to implement its deals in domestic
legislation concerning child care and protection. For children issues in Kenya, the most
important legislation is the Children’s Act of (2001). It is a parliament act and has been
making attempts to fulfill the following:
 Make provision for parental responsibility, fostering, adoption, custody,
maintenance, guardianship, care and protection of children.
 Make provision for the administration of children’s institutions.
 Implement the principles of the child and the African Charter on the welfare and
of the rights and welfare of the child.
 Under this act of (2001) is entitled to protection from physical and psychological
abuse, neglect and any other form of exploitation including sale, trafficking or
abduction by any person.
 Section (127) makes it an offense for any person who has parental responsibility,
custody charge or cares for any child to willfully assault, ill treat, abandon or
expose in any manner likely to create him/ her unnecessary suffering or injury to
health.
 Section (199) defines a child in need of care and protection by providing adequate
food, clothing, education, immunization, shelter and medical care. A child who is
kept in dangerous premises, who is exposed to domestic violence, likely to be
sexually abused or who is exposed to any circumstances likely to interfere with
his physical, mental and social development. (Guideline for Early Childhood
Education) Page 5-9.

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According to Mary Eming (1995) child capacity and growth depends on interactive
process of health, nutrition and child to develop attachment and security with the
caregiver. NGO’s, CBO’s and FBO’s are stakeholders in Kenya who have aired and
spoken about need of eradicating poverty by supporting the children who are in need,
especially orphans and the children of single parent families by financing, educating and
providing them with learning materials and other services such as health and
rehabilitation.
Also the government provides Community Development Fund (CDF) under local
authority and bursary to support these children. The World Bank funded the activities
such as Community Support Grants (CSG) to poverty stricken families, single parent
families and orphaned children so as to support them in education and other basic needs.
Also the “Save Children Society” (SCS) has been in fore front in sensitizing and
mobilizing the communities for ECDE Programmes.
Some communities in (ASAL) areas have sensitized about the needs of feeding
programmes and have contributed in making teaching/learning materials. This will
therefore motivate the children of poor single parent families to attend school at early
age, hence increasing the enrollment and eliminating children hindrance in attending the
ECD centers and absenteeism.
The DICECE at the district level and other child rearing centers conduct research in the
community level on the matters concerning the problems faced by children of single
parents e.g. nutrition, education and health.
They have also mobilized and spoken about the importance of feeding programme and
health check up in ECDE.
In Ainamoi zone of Ainamoi Division of Kericho District, many children of pre-school
age of single parent families are still at home, therefore this made the researcher to
conduct the study about the challenges facing ECDE children from single parent families
in the zone.

1.2 Statement of the problem.

Childhood is a crucial period of growth and development. This is because basic needs
such as food, clothing, shelter and medical care, will develop holistically in all aspects
such as psychological, social, spiritual, emotional, moral and aesthetic. He/she will

3
acquire a sense of security, feel safe and confident. If treated without care and
inconsistence, the child becomes insecure and uncertain of the world of others. If the
parent is poor the child will end up getting involved in child conditions which are not
favourable for proper learning. Such children cannot go through proper development and
educational experience empathy.
Single parents who are poor are often not able to pay school fees, so their children end up
not being enrolled in the ECD centers. Even when they manage to get fees, their children
may be frequently absent from school because of hunger and lack of uniforms, writing
materials and others.
In rural areas, many homes being headed by women, children are detached from parental
love, malnourished and poorly taken care of. Some single parents, especially the mothers,
over protect her child. Such a child may not be emotionally stable. He/she appears
withdrawn, stressed and at times aggressive in school.
Some single mothers due to socio-economic factors resort to prostitution and even end up
introducing their under age daughter to the same vice. Poor single parents cannot survive
without the labour of their children. Children drop out of school or may not be enrolled in
ECD centers at all. Their parents keep them out of school to be employed by other people
as herd’s boys or child minders. Most children of these single parent families have no
time for homework.
In many Kenyan pre-schools enrollment of children is still below average or expected
rate. This indicates that there is need to address the real cause of these problems. The
acute enrollment of children also seems to have extended to standard one in most of the
public primary schools, hence have resulted into inequality in access to available services
in the country.
In Ainamoi zone, many children of single parent families have faced many challenges in
school inspite of their age, they therefore have developed mistrust of others and the
world. It is important for everyone to understand about critical windows of opportunity
which have been opened at this age for the child. The researcher intended to investigate
the challenges facing children of single parent families in the zone.

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1.3 Purpose of the study
The purpose of the study was to investigate the challenges facing children from single
parent families in Early Childhood Centers in Ainamoi zone at Ainamoi division of
Kericho District.
The study was to identify enrollment of children from both and single parents. It was also
to investigate how single parenting has affected the learning of children in ECD.

1.4 Objectives of the study.

The research was conducted in twelve pre-school centers which were both private and
public primary schools of Ainamoi Zone of Ainamoi Division, Kericho District.
The objectives of the study were:
a) To identify the enrollment of children from both single and two parent families.
b) To investigate the challenges facing children from single parent families.
c) To suggest ways of supporting children from single parent families

1.5 Significance of the study/ Justification of the problem.

The finding of the study will enlighten and contribute knowledge to various partners in
Early Childhood Development Sector. It will be of great importance to policy makers,
implementers, educating managers e.g. QUASO, NACECE, DICECE and ECD teachers.
They will be able to identify ways that the researcher has recommended and be able to
implement in their ECD centers in order to improve education. This will help to reduce
the cost of pre-school education and make it affordable to many parents.
It will also assist the (K.I.E) to develop a curriculum that will enhance holistic
development of a child e.g. mentally, spiritually, emotionally, socially and physically,
especially in the topic “FAMILY MEMBERS” whereby the head of the family should
not necessarily be the father but whoever provide the basic needs to the family.
It is further hoped that this particular research will be of great benefit to the Ministry of
Education Science and Technology (MOEST) because it will assist the Ministry to look
for ways and means of financing ECD centers.
The parents in the other hand will broaden their awareness in provision of good care to
their children as it is important for the intellectual development of the children.

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The finding will also be of great importance to other future researchers interested in a
related topic.

1.6 Delimitation and limitation

1.6.1 Delimitations
As a resident the researcher was advantaged by being familiar with the area of study. The
researcher at the same time was well conversant with the study. Most of the head teachers
and ECD teachers were familiar with the researcher and this created a free atmosphere
during the study and there was no suspicion whatsoever and the respondents were very
friendly and cooperative.

1.6.2 Limitations.
The schools were not accessible through roads and the researcher took a long time
traveling from one school to another for data collection. The researcher also incurred a lot
of money for purchasing the writing materials, lunches and printing documents. Since the
study was conducted during the rainy season, the researcher found it difficult to collect
data in all the target schools because she was rained on and the streams be flooded.
Some respondent’s e.g parents were not honest, hence gave out wrong information or
disclosed it to other people.
The topography of the area was a problem to the researcher because she had to walk on
hills and valleys to reach the target schools.

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1.7 Definition of terms
Childhood – Refer to a period in children between birth and adolescence.

Private pre-schools – Refers to ECD centers that offer children educational learning but
are individually owned and governed by managers or directors.

Public pre-schools – These are government aided schools receiving teachers from T.S.C
but have their own pre- schools within the school compound but run by the community.

Curriculum – Refers to objectives, content, methods of teaching and evaluation of

language.

Pre-school – It is an institution where children are confined and guided and given
organized formal instructions and guided by trained personnel to develop knowledge,
skills and attitudes.

Research – This is an inquiry to find out the root cause of a phenomenon.

Grants – These are resources that are given by donors, government or sponsors.

Act – Something that has been passed by a legislative body (parliament)

Statute- A written law of a legislative body e.g. act of parliament.

Analysis – The reflection of a report or data.

Data – Details that are collected in research work.

Nutrition – A process where the body make use of nutrients.

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 CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction.
In this chapter the researcher takes in depth review of various literature in relation to her
area of study. This will cover the various factors that affect the learning of single parent
children in ECD centers. The areas to be reviewed are:
 The main cause of single parenthood.
 Factors that contribute to divorce and separation.
 How single parenting has affected the learning of children in ECDE.

2.1 The main cause of single parenthood

In relation to the above subject the researcher will highlight factors that contribute to
single parenting and how it affects learning in ECD children. They include divorce,
separation, natural attrition, non marital child bearing and level of conflicts between
parents (domestic violence).

2.1.1 Divorce and separation

Parenthood is a responsibility which should be handled with great care by Hellen, E.G,
White (1954). The researcher will compare this view with those of Steinberg (1986)
which indicates that with guidance and support, children benefit a lot. The researcher will
try to analyze the consequences of divorce in early life of a young ECD learner. As
illustrated by Ebrahim (1978) children should grow in undisturbed environment of
hygiene, safe physical environment, have balanced food, good clothing, shelter and be
free from diseases. Children from divorced or separated parents lack parental love and
guidance and support, thus suffer psychologically and start school late when they are
over-aged as described by Santrock (2005)
Parents are supposed to stimulate the young learners, thus making them creative. The
researcher will also seek the view of Heinman (1994) and Ericon (1950) on the same.

2.1.2 Natural attrition

Natural death and HIV/AIDS have contributed to single parenting due to death of one
parent; children suffer the problem of parental love and care. They will fall to bad

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company of peers. The researcher will be able to relate this case with that shown by
Nyaga (1998) of children associating themselves into drugs and alcoholism due to lack of
good nurturance. The loss of a father in the family can have implication beyond
childhood as illustrated by Wallerstein and Blackeslee (1996).

2.1.3 Nonmarital childbearing

Girls are at greater risk of becoming single mothers as a result of non marital
childbearing as stated by Eclanahan and Booth (1989). In relation to this, the parent will
be unable to support herself and children financially, thus unable to meet the basic needs
for her children e.g. food, clothing and shelter.
The children become malnourished which in turn affects physical, social, emotional and
cognitive development.

2.2 Factors that contribute to Divorce / separation

2.2.1 Poverty
In relation to the above subject the researcher will analyze what Suntroke (2005) said
about who are socially and emotionally poor. They subject their children to stress thus
affecting the learning trends. Poverty renders parents to be unable to support themselves
financially thus unable to meet the basic needs for their children. The children lack food,
become malnourished thus affecting physical and cognitive development, according to
Marco (2005). The researcher also will have to consider the view of Becker and Carmine
(1980).

2.2.2 The level of conflict between parents.

Domestic violence has contributed to divorce. This affects children because they lack
adjustment to the divorce of their parents. They will have high rate of anti-social
behaviour, aggression, anxiety and school problems according to Eclanahan and Sandefur
(1994)

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2.3 How single parenting has affected the learning of ECD children.
2.3.1 Malnutrition
Malnutrition in young children is a key contributor of poor growth. It also makes children
to be resistant to various diseases according to Majundar (2003).
The researcher is yet to establish effect of malnutrition on children as said by Dobbing
(1974) on impairment, system multifunction and reduction in intellectual capacity as seen
in various literature, Beretetal (1982).

2.3.2 Childcare (pre/post natal care)

Children need a lot of care for them to grow well. Their care starts from conception to the
time of birth stated by Raul Posse and Julian Melgosa (2006).
The mother must have anti-tetanus vaccine before giving birth. After giving birth the
child should be immunized against those fatal diseases such as Diphtheria, polio,
whooping cough, measles and Tuberculosis according to (Where There Is No Doctor) by
David Werner (1993).
Most single mothers ignore this activity of immunization and having their children
getting infected as indicated by Grave (2002). According to Eclanahan and Sandefur
(1994). Children in single parent homes generally fare worse than those homes with both
parents .Statistically in the United State, family structure does contribute to certain
characteristics of a child’s well being. There is a prevalence of lower birthrates and
higher death rates among infants where there is just one parent.
Many preschoolers of working single parents’ homes where the mother is either a widow
or divorcee who works outside home have grown out of socio- economic needs hence
disturb the psychological and emotion life of a child as described by Posse Paul and
Julian Melgosa (2006).
According to Nancy Van Pelt (1984) single parents families who reject their children
make them result in the following problems, i.e. learning difficulties, poor memory, lack
of reasoning and adapting school life
INTERNET (2009) Google answer htt://www.google com states that in mother - only
families, children tend to experience short and long- term economic and psychological
disadvantages, higher absentee rates in school, lower levels of education and higher drop

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out rates (with boys more negatively than girls and delinquent activity include alcohol
and drug addiction according to Demo and Acock (1991).
Children in single –mother homes are also more likely to experience health related
problems as a result of the decline in their living standard, including the lack of health
insurance indicated by Maudlin (1990).
According to ( Tenzi Pemo) single mothers face different challenges from single fathers.
Approximately 70% of single parent mothers live in poverty earning less than $13,000
annually .These women have a harder time providing for their families because they
makes less money, they have to work longer hours away from home which provide less
time for the children, thus children lack parental love and care and this affects their
learning.
Single- father-household also face unique challenges in contrast to women. Men tend to
have better position in the work force, giving them higher salaries. Because of this, some
single men do not run into the economic issues that single women do. Single fathers often
do not communicate with their children as is seen with mothers. This leads to children of
single- father-households being more likely to use marijuana and to have tried other illicit
drugs and to have had sex at an earlier age. These statistics contradict the fact that most
people think that fathers are more strict than mothers, they tend to be less disciplinary
than single mothers.
Booth(1989) emphasized that children from single parent families are more likely to
marry early, have children early .Teenage murderers commit rape crimes to young
children, aged (3-8) and exhibit violent behaviour. These statistics are astounding and
the problems that accompany single parents appear volatile.
According to Sandrocks (1996) children being raised with this type of parenting are in
high risk of experiencing behavioral and emotional distress due to stress .They have a
hard time to adjust to their present situation of divorce or death of one of their parents.
Children sometimes become confused, lonely, fearful, sad and angry. This can make
them not to concentrate in class work.
According to Gongla (1982) the problem found among the children of single parents has
been the absence of the male adult in the family. The relationship between children and
non –custodian fathers can be difficult and strained.

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Fathers often become disinterested and detached from their children: 60% of fathers
either in the family can have or had no contact with them for over a year.
Children’s Act (2001) gives effect to the obligations of Kenya under the Convention on
the Rights of a Child (CRC) in relation the guideline for Early Childhood Development in
Kenya (2003). The Early Childhood Development and Education curriculum should seek
to meet the physical, mental social, spiritual and emotional needs of a child.
UNCRC (1989) set out the civils, politic, economic social and cultural rights of children,
as it is added by CCEA and ICS ;( 2004)
Anold Gessel (1946) states that if an infant is cared for consistently he will acquire a
sense of security, feel safe and confident. If treated without care and inconsistently the
child becomes insecure and inconsistently, the child becomes insecure and uncertain in
the world of others.
Many Eming (1995) stated that a child capacity and growth relies on interaction process
of health, nutrition and child care given interaction.
Early years are important in laying the foundation for adulthood .It is in this period where
there is a rapid development of the brain. Children are able to learn and acquire certain
knowledge, skills and attitudes very quickly with minimal effort Jean plaget (1952).
According to J.B Sykers (1964), a child is a young human being, a boy or girl who needs
protection and special care. The most important function of the family is to provide for a
child’s need states Pamela Mittett (1994).These needs includes food, shelter, warmth and
clothing, love and companionship, protection and support, care and training secure
environment which can develop into young adult .These basic needs are essential for
children to perform well at the ECD level .In large families parents are unable to provide
these basic needs to their children and also pay levies charged in ECDE centers as quoted
by Rirchie(1963)
Gesell, Anold (1946) and Seifer (2001) argue that positive effects on cognitive
development can be achieved if parents take their roles seriously. According to Melgosa
Julian and Annette D. (2007) children of divorce and loss of a parent suffer emotional
imbalance, undesirable behaviour and depression which cause sharp falls in academic
achievement and behavioural problems in school. It is also added by Eunice Mathu
Njambi (2000) that children who grief the loss of one parent, decline sharply in their class

12
performance. Some may drop out of school due to lack of school levies while others may
have frequent absenteeism.
By the loss of someone, families trudge through the heavy sand of their grief feeling
lonely and desolate.Kathe Wunnenberg (2000) understands that the sense of loss never
really goes away. Children drop in their academic performance, but as God is faithful
there is hope for the broken heart to amend. There is life beyond the sorrow and promise
of joy.

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 CHAPTER THREE
METHODOLOGY
3.0 Introduction
In this chapter the researcher will have to come up with the research design she employed
during the study. She will indicate the location of the study, target population and how
she came up with the sample and sampling technique. Then she will give the type of tools
to be used. Lastly she will show how she analyzed and presented data.

3.1 Research Design

In carrying out her research the researcher employed descriptive survey method as
indicated by Bung and Gall (1985) as a production of statistical information about aspects
of education that invest policy makers and educators on the problems and challenges
uncounted by ECD.
The descriptive type was important because it enabled the researcher to find out factors
which were important because it enabled the researcher to find out factors which were
associated with certain occurrence and conditions of the behaviour .The researcher
gathered information in Ainamoi Zone, describing the nature of the existing condition of
children with both parents and those of single parents.

3.2 Location of the Study

The study was carried out in Ainamoi Zone of Ainamoi Division in Kericho District.
Ainamoi zone borders Tindiret Forest in the South, to the East is Kapsa zone, to the west
it borders Soin zone and to the South is Ainamoi zone. TheNorthern part is an area prone
to landslides during heavy rainy season .Agriculture is the main economic activity in the
area. Cash crops grown include Tea and Coffee. Maize is the main food crop and cattle
rearing is also practiced
The area is hilly, forested, have deep valleys, wide rivers without permanent bridges and
very rocky. Accessibility to the area is made difficult due to impassable roads especially
during rainy seasons. People are forced to travel by foot at about 17 Kilometers to get a
vehicle

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The economy o f the area is very low. Most of the single parents depend on wages and
casual labour to earn a living .Therefore the researcher decided to carry out a research on
challenges facing single parent children.

3.3 Target Population

The target populations of the study were 19 head teachers and 32 ECD teachers, in the
zone, parents and 1 QUASO .There are 26 ECD Centres in the zone with a total
population of 960 children in the zone and parents.

3.4 Sampling Techniques and Sample Size

3.4.1 Sampling Techniques
The schools were selected using simple random sampling while the parents and ECD
teachers were selected using convenient technique. Other participants like QUASO were
selected using purposive sampling
These procedures were suitable because each member of the respondents had equal
chances of being selected as a member of the sample.

3.4.2 Sample Size

The participants of the study were drawn from 26 ECD Centres in Ainamoi zone .A
sample of 12 schools was selected .Other participants such as the head teachers were 40%
of the selected schools from the entire population. 12 ECD teachers represented 32 ECD
teachers from the target population. One QUASO represented the zone, 6 parents and
children.

3.5 Research Instruments

3.5 1 Questionnaire
Questionnaires were the main method to used. There were three main categories of
questionnaires .Head teachers’ questionnaire s, pre-school teachers’ questionnaire and
QUASO questionnaire.

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3.5.2 Interviewers
An interview schedule involves collection of data through verbal interaction.
It was used to collect information from single parents and to provide additional
information that may not have been converted in the questionnaire to the respondent

3.5.3 Observation Checklist.

This was used to find out the availability of materials of single parent children in ECD
centers e.g. school uniforms, books, pencils, bags and other personal effects e.g. health
and cleanliness.

3.6 Data Collection Procedure

The researcher was issued with an introduction letter from the Programme Officer
Kericho District Centre for Early Childhood Education (DICECE) which was then taken
to the DEO.
The DEO in turn wrote another letter to introduce and permit the researcher to conduct
the study in Ainamoi Zone.

3.7 Data Analysis

The data collected was analyzed in frequency tables, tallying and percentage
The analyzed data was presented using graphs and pie charts.

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 CHAPTER FOUR
4.0 PRESENTATION AND DATA ANALYSIS
4.1 Introduction
This study is set to investigate on the challenges facing ECDE children from single parent
families in Ainamoi zone, Ainamoi division of Kericho District. This raw data was
obtained through questionnaires, interviews and observation guides. The chapter is
highlighted in sub-units as follows:

4.2 Enrolment of children from single parent families.

In order to find out the enrollment of children from single parent families, the researcher
asked the respondents (ECD teachers from the sampled ECD Centres) to indicate the
frequency of the enrolment amongst children. Table 4.2. Below shows their responses.

Table 4.2. Enrolment of single parent children.

RESPONSE TALLY FREQUENCY PERCENTAGE
Very high 0 0%
Moderate 0 0%
Low //// / 6 50%
Very low //// / 6 50%
TOTAL 12 100%

The information above was represented on a pie chart shown below

Figure 4.2. Shows the analysis.

Very low 50% 50% Low

Low Very low

17

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Observation.
From the pie chart above, it can be observed that out of the 12 respondents, 6 which is
equivalent to 50% agreed that the enrolment of children from single parent families is
low while the other half agreed that the enrolment is very low.
From the information obtained on the chart on figure 4.2.1 is evident that the children
from single parent families in Ainamoi zone of Kericho division are undergoing many
challenges that is why the enrolment of these children is low.

4.3 Enrolment of children from two parent families.

In order to find out the enrolment of children from two parent families, the researcher
asked the respondents (ECD teachers from the sampled ECD centres) to indicate the
frequency of enrolment amongst children. Table 4.3. below shows their responses

Table 4.3. The findings of the enrolement.

RESPONSE TALLY FREQUENCY PERCENTAGE
Very high / 1 8.33%
High //// 4 33.33%
Moderate //// // 7 58.33%
Low __ 0
Very low __ 0
TOTAL 12 100%

The information on the table above was represented in the figure 4.3 as shown below.
Figure 4.3 shows the analysis.

Very High
High
Moderate

18

18
Observation.
The information on the figure 4.3. above shows that out of 12 respondents, one which is
equivalent to 8.33% agreed that the enrolment from children from two parent families is
very high, 4(33.33%) of the total respondents agreed that the enrolment is high, while the
other 7(33.33%) agreed that the enrolment is moderate.
From the information obtained on the figure 4.2. it is evident that children from two
parent families in Ainamoi zone of Ainamoi Division are not facing many challenges that
is why the enrolment of these children is higher than those of single parent families.

4.4 Children from single parent families both boys and girls in the sample ECD
centres.
In order to find out the total number of children from single parent families both boys and
girls in ECD centres, the researcher asked the respondents (ECD teachers) to indicate the
nuber for boys and girls. She came up with the following questions which is in appendix
B
Q. 1 How many children come from single parent families, boys girls
The table below show their responses

Table 4.4. The number of children from single parent families in ECD centres both
boys and girls
SCHOOLS A B C D E F G H I J K L TOTAL

BOYS 1 3 3 4 6 4 3 2 0 3 0 3 31

GILS 3 2 1 2 3 1 2 5 2 3 0 0 24

TOTAL 4 5 4 6 9 5 5 7 2 6 0 2 55

19
 The information on the table above was represented on the figure 4.4 as shown on the
figure in the next page.

Figure 4.4.

3 BOYS
Frequency
GIRLS
2

0
A B C D E F G H I J K L
Schools
Table 4.5. Summary of the findings of the total number of single parent children in
ECD centres both boys and girls.
CHILDREN TOTAL PERCENTAGE
BOYS 31 56.36%
GIRLS 24 43.64%
TOTAL 55 100%
The information on the table above was represented on the figure 4.5. shown below.

20
 Figure 4.5

60.00%

50.00%

40.00%
Percentage

Boys
30.00%
Girls

20.00%

10.00%

0.00%
Children

Figure 4.5. above shows that the number of children from single parent families in the 12
pre-schools of Ainamoi zone of Ainamoi division is 55 of which 31 which is equivalent
to 56.36% are boys and 24 which is equivalent to 43.64% are girls.
From the information obtained on the table 4.5 it is evident that girls are less than boys in
the pre-schools of Ainamoi zones. In most cases girls are used by their mothers as baby
sitters and to perform other domestic chores as their mothers go out to look for food for
the family.

21
 4.6 Challenges facing children from single parent families in ECDE Centes.
In order to investigate the challenges facing children from single parent families in ECDE
centres, the researcher asked the respondents (ECD teachers and Head teachers) to list
down the challenges. These challenges were presented in sub-units as follows:

4.6.1 All children from single parent families attend ECD centres regularly.
The researcher intended to find out whether all children from single parent families
attended ECDE centres regularly. The table below shows the responses from the
respondents.(ECD Teachers ).
Table 4.6.1. shows the findings of the regular attendance of single parent children
in the target ECD centres.
RESPONSE TALLY FREQUENCY PERCENTAGE
Strongly agreed __ 0
Agreed // 2 16.66%
Not sure // 1 8.33%
Disagree //// / 6 50%
Strongly Disagree /// 3 25%
TOTAL 12 100%
The information above was represented in the figure shown below

Figure 4.6.1

60.00%

50.00%

40.00%

30.00% Percentage

20.00%

10.00%
Observation
0.00%
22
The information on the figure 4.6.1 above shows that out of 12 respondents, 2(16.66%)
agreed that children from single parent families attend ECD centres regularly. Another
1(8.33%) respondents was not sure. 6 respondents which is equivalent to 50% disagreed
with the statement, while 3(25%) strongly disagreed with the fact.
From the information obtained on figure 4.6.1 it is evident that there is frequent
absenteeism from the children of single parent families in Ainamoi zone. This shows that
there are some single parents who do not consider ECD education as being important,
therefore, retain their children at home and cause them to experience short and long term
economic and psychological disadvantages.

4.6.2. Existence of child labour of children from single parent families in the zone.
The researcher intended to find out whether there is existence of child labour children
from single parent children in the zone. She asked the respondents (ECD teachers and
head teacher) from the target ECDE centres to indicate the frequency of child labour
existence amongst children. The table below shows their responses

Table 4.6.2. Shows the findings of the existence of child labour from single parent
children.
RESPONSE TALLY FREQUENCY PERCENTAGE
Strongly agreed __ 6 50%
Agreed /// 3 25%
Not sure __ 0 0%
Disagree /// 3 25%
Strongly Disagree __ 0 0%
TOTAL __ 12 100%
The information above was represented on the figure 4.7 are shown below.

23
 Figure 4.6.2

4
Frequency
3
Percentage
2

0
Observation on figure 4.6.2.

Table 4.2.5
From table 4.6.2 out of 12 respondents, 50% of the total respondents strongly agreed that
there is existence of child labour in Ainamoi zone. 25% of the total respondents agreed
while the other quarter (25%) disagreed with the fact. From the information obtained
from the figure 4.6.2. it is evident that there exists child labour in Ainamoi zone
according to 9 of the respondents. The other 3 respondents disagreed with the fact.
It is therefore true to say that child labour is another challenge which is facing children
from single parents in the Ainamoi zone. This have hindered many of them from
attending ECDE centres

24
 4.6.3. Single parent’s participation in maintaining ECDE Centres.
In order to find out whether single parents participate in maintaining ECDE centres the
researcher asked the head teachers to indicate the frequency of participation amongst
these parents, she therefore ask the following questions which is appendix C.
Q. Does single parent’s participants in maintaining ECDE Centres? Yes / No
KEY
YES √

NO
X

Pre-Schools A B C D E F G H I J K L

Single parents participate in maintenance of ECD Centres. √ x x x √ x x √ x x x x

The table 4.6.3 below shows their responses

Table 4.6.3. The findings of the single parents participation in maintaining ECDE
centres
RESPONSE TALLY FREQUENCY PERCENTAGE
Single parents who participate in /// 3 25%
maintenance of ECD Centres

Single parents who do not participate in //// //// 9 75%

maintenance of ECD Centres.

TOTAL __ 12 100%

The information above was represented using figure 4.6.3 shown in the next page.

25
 25%
Participated

75%
Don not
Participated

Observation from figure 4.6.3.

Figure 4.6.3 above shows that 25% of single parents participate in maintaining ECD
centres, while the other 75% do not participate in maintenance. According to figure 4.6.3
it is observed that majority of single parents in the Ainamoi zone of Ainamoi division are
below poverty level, that is why many of them do not take part in maintaining ECD
centres. Only a few who are 25% are able to maintain ECD centres.
From the information above, I can say that the low income state of single parent families
in the zone has caused poverty which has been a challenge to the children, because they
do not get standardized needs. Also whenever there is any work for parents in the school
(ECDE) most of these single parents don’t take part. Their children are always send home
from school to call for their parents who will never show up in the centres, due to this
their children have been put in the world of child abuse and pychological torture which in
turn have affected their learning because whenever they are send home to call for their
parents they miss some lessons.

26
4.6.4. All the children from parent families have school uniforms.
The researcher intended to find out whether all children from single parent families have
school uniforms. She asked the ECD teacher (respondents) the following questions which
is in appendix B.
Q. Do all children from single parent families have school uniforms?

Pre-Schools A B C D E F G H I J K L
School uniforms x x x x x x √ √ x √ x x

The table below shows their responses.

Table 4.6.4. Show the findings of children with and without school uniforms.
RESPONSE TALLY FREQUENCY PERCENTAGE
Children who have school uniforms // 3 25%
Children without school uniforms //// //// 9 75%
TOTAL //// //// // 12 100%
The information on the table above was represented on figure 4.6.4 shown below.
Figure 4.6.4

Children with
25%
Uniforms
75% Children without
Uniforms

27
Observation from the figure above
Figure 4.6.4. above shows that 25% of pre-school children of single parents have
uniforms while the 75% do not have. As per the information above, I can strongly say
that majority of children from single parent families do not have school uniforms. It is
therefore an indication that children of single parent families in Ainamoi zone are facing
a lot of challenges. The lack of school uniforms is a challenge which makes them feel
neglected, depressed, unsecured and withdrawn in the world of others because most of
the time they are being send home for school uniforms. This affect their learning because
they don’t concentrate well in their class work.

4.6.5 All children from single parents have writing materials.

In order to find out whether the children from single parent families have writing
materials, the researcher asked the respondents (ECD teachers) to indicate the frequency
of writing materials amongst children.

The table below shows their responses.

Table 4.6.5. The findings on the availability of writing materials from single parent
family in the sample ECDE centres.

RESPONSE TALLY FREQUENCY PERCENTAGE

Strongly agreed 0 0%
Agreed /// 3 25%
Disagree //// / 6 50%
Strongly Disagree /// 3 25%
TOTAL 12 100%

The information on the table above was represented on the figure shown below.

28
 Figure 4.6.5

0.5
0.45
0.4
0.35 Agreed
0.3
Disagree
0.25
0.2
Strongly
0.15 Disagreed
0.1
0.05
0

From the figure 4.6.5 out of 12 respondents who took part in answering questionnaire on
the writing materials, 3 agreed that children from single parents have writing materials, 6
disagreed with the statement and the other 3 also strongly disagreed with the fact.
The information on table 4.6.5 clearly indicates that most children from single parent
homes lack writing materials its only a few of them that have the materials. I can say that
writing materials is a challenge facing children of single parents in Ainamoi zone of
Ainamoi division. This affect children psychologically and cost them to develop
withdrawal syndrome which make them to have negative attitudes towards learning.

29
 4.6.6. Payment of ECD teacher’s due on time by single parents.
The researcher intended to find out whether single parent families pay ECD teacher dues
on time. The table below shows the responses of the findings from the respondents (ECD
teachers and head teachers). The table below shows their responses.

Table 4.6.6. Findings in the payment of ECDE teachers dues on time by single
parent families.
RESPONSE TALLY FREQUENCY PERCENTAGE
Strongly agreed __ 0 0%
Agreed __ 3 25%
Not sure __ 0 0%
Disagree //// / 3 25%
Strongly Disagree //// / 6 50%
TOTAL 12 100%

The information above was represented on the figure shown below

50%
45%
40%
35% Agreed
30%
Disagreed
25%
20%
Strongly
15% Disagreed
10%
5%
Observation from the figure 4.6.6
0%
30
Figure 4.6.6 above shows that out of 12 respondents who took place in answering the
questions on payment of teacher salary by single parent families, 3(25%) disagreed that
teachers salaries are on time, the other 3(25%) agreed that payment is on time while the
other 6(50%) strongly disagreed that teachers dues are paid in time.
From the information obtained from figure 4.6.6 it is evident that ECD teachers dues are
not always paid on time by single parents. It is therefore true to say that the low income
state of single parent families had an impact on payment of ECD teachers salaries on time
and this has been a great challenge to the children because they do not concentrate in
class. Most of the time they are sent home to bring money which is no there, this has
made the children from these families to get stressed, drop in performance and develop
low self esteem.

Data 4.6.7. The personal effects and their conditions.

In order to find out the availability of the personal effects and their conditions of single
parents children in the sampled pre schools, the researcher use the rating scale which is in
appendix A to observe children of single parent in class and recorded the results as shown
on the table 4.6.7 below

Rating scale used.

5 4 3 2 1

KEY
5- Very good condition
4 – Good condition
3 – Moderate
2 – Bad condition
1 – Very bad condition

31
 Table 4.6.7. Single parent children personal effects and their conditions
PERSONAL VERY GOOD MODERATE BAD VERY BAD TOTAL
EFFECTS FROM GOOD
12 PRE-
SCHOOLS
Uniforms 0 0% 1 2 16.67% 5 4 33.33% 24
8.33% 41.67%

Cleanliness 0 0% 1 2 16.67% 6 3 25% 25

8.33% 50%

Health 0 0% 1 2 16.67% 4 5 41.67% 23

8.33% 33.33%

Books 0 0% 1 3 25% 4 4 33.33% 22

8.33% 33.33%

Pencils 0 0% 1 5 41.67% 2 4 33.33% 27

8.33% 16.67%
Shoes 0 0% 0 0% 1 8.33% 1 10 83.33% 15
8.33%

Sweaters 0 0% 0 0% 1 8.33% 8 3 25% 22

66.67%

Bags 0 0% 0 0% 4 33.33% 4 4 33.33% 24

33.33%

0 0

32
 0
5
10
15
20
25
30

Uniform

Cleanliness

Health

Books

33
Pencils

Shoes

Sweaters

Bags
Total
Observation from the figure 4.6.7.
The information analyzed on the Figure 4.6.7 was extracted from twelve ECDE centres
in Ainamoi zone of Ainamoi division, Kericho District. The information shows that no
school in the zone attained very good in all the personal effects as suggested by 0(0%).
Only one school which was a private school was rated first that is in a good condition in
five of the personal effects such as uniforms, cleanliness, pencils, health and books as
suggested by 1(8.33%) in each. There was none of the public school which was rated
good. Second in the rank was pencils as suggested by 5(41.67%) respondents, that is in a
moderate condition. Bags were rated as the third in the rank as suggested by 4(8.33%)
Sweaters as in a bad condition was rated fourth as suggested by 8(66.67%) respondents
while shoes was rated last that is in a very bad condition as suggested by 10(83.33%).
From the information on the figure 4.6.7 it can be observed that many schools in Ainamoi
zone is in a bad and very bad conditions in all the personal effects, because the economy
of the single parent families living there is below the standard due to the fact that these
parents depend on casual labour and wages which sometimes is used in food alone living
the family in agony of other basic needs such as clothing. The cleanliness of the children
was bad as suggested by 50% and very bad as suggested by 25% in the personal effects.
Some of the children had scabies in their bodies because they do not observe proper
hygiene. The health of the children in 4 schools was bad that is 33.33% and 5 schools
very bad as suggested by 41.67%.
According to the observation many of the children in these schools were malnourished
and others were affected with common cold because they did not have sweaters as it was
suggested by 58.33% to be bad and 25% to be very bad. Even though these parents
struggle to get the little they can manage for their children due to economy which is
rampant, they value other personal effects than others. They take writing materials to be
important than uniforms leaving out sweaters and shoes being worse as suggested by
10(58.33%) of the respondents.

34
 Data 4.6.8 Other challenges from interview schedule (Single parent)
In order to find out other challenges faced by single parent children, the researcher visited
6 homes of single parents families and interviewed the parents (respondents ) and the
challenges faced by the children. She therefore asked the respondents the following
questions which are in appendix E.
Q.1 Do you have a piece of land?
Q.2 Do your children attend centres regularly?
Q.3 Do your children have school uniforms?
Q.4 Do they have writing materials?
The table below shows the responses from the respondents
Table 4.6.8. Findings on the availability of land, regular attendance, irregular
attendance, uniforms and writing materials.
Total
Strongly Agreed Disagreed Strongly Agree and Disagreed and
agreed disagrees strongly agreed strongly
disagreed
Availability 0 0% 2 33.33% 0 0% 4 66.67% 33.33% 66.67%
of land
Regular 0 0% 1 16.67% 2 33.33% 3 50% 16.67% 83.33%
attendance
Irregular 3 50% 2 33.33% 1 16.67% 0 0% 83.33% 16.67%
attendance
Uniforms 0 0% 1 16.67% 2 33.33% 3 50% 16.67% 83.33%
Writing 0 0% 1 16.67% 5 83.33% 0 0% 16.67% 83.33%
materials

The information above was represented on the figure shown below

35
 Figure 4.6.8. Total agreed and disagreed

90%

80%

70%
Total agree
60% and strongly
agree
50%

40% Total
disagreed and
30% strongly
disagreed
20%

10%

0%
Availability of land

Irregular attendance

Writing materials
Regular attendance

Uniforms

36
Observation from figure 4.6.8.
Out of the 6 respondents who participated in the interview schedule, 33.33% of the
respondents agreed on the availability of land while the other 66.67% strongly disagreed
on the availability of land. On the regular attendance, only 1(16.67%) agreed that her
children attend the school regularly, another 33.33% disagreed with the information the
50% of the respondents also disagreed on the same. Therefore 50% of the respondents
strongly agreed irregular attendance and another 33.33%, while 16.67% disagreed that
there is irregular attendance in her children. On the uniforms, only 1(16.67%)
respondents agreed that her children have uniforms while 1(33.33%) disagreed and the
other 3(50%) respondents strongly disagreed that their children have uniforms. on the
writing materials only 1(16.67%) agreed that her children have writing materials while
5(83.33%) of the respondents disagreed on the statement.
From the information on the table 4.4.1 it can be observed that 33.33% of the respondents
have land while the other 66.67% do not hand land. This is a clearance that most of the
single parents in Ainamoi zone are poor or below poverty level. Due to their low
economic status, they cannot be able to meet their children basic needs e.g. food, clothing
and shelter. Their children are malnourished because they don’t get enough balanced
meal. They therefore become sick most of the time because their bodies are weak and
have irregular attendance in school as suggested by 50% and 33.33% of the respondents.
Children of these single parents may not attend school regularly because they sometimes
lack writing materials as suggested by 5 (83.33%) of the respondents. Also they may be
lacking uniforms as suggested by 16.67% and the 66.67% of the respondents, while some
are sometimes retained home to be baby sitters as their mothers go for casual labour.

4.6.9. Children attendance and dropouts

In order to find out the number of children who are undergoing school and those who
have dropped out of school from the single parent families, the researcher asked the
respondents (single parents) , which were developed in appendix E .
Q 1. Do your children go to school?
Q 2. Are there some of your children who have dropped out of school? If yes, why
did they drop?
The table below shows the responses from the respondents.

37
 Table 4.6.9. The findings on children attendance and drop-outs from single parent
families.
PARENTS CHILDREN ATTENDANCE DROP-OUTS
A 5 3
B 4 0
C 7 2
D 7 1
E 4 3
F 2 3
TOTAL 29 12

The information above was represented on figure 4.6.9 as shown

Figure 4.6.9.

8
7
6
5 Children
Attendance
4
Drop - Outs
3
2
1
0
Observation
The information from the figure above shows that from 6 respondents who contributed in
interview schedule, 29 of their children attend school while the other 12(41.38%) have
dropped out of school.

38
According to the information on figure 4.6.9 it can be said that these 41.38 % of the drop
– outs had some challenges which forced them to withdraw from school the foremost
being poverty. Therefore due to this single parent especially mothers could not survive
without the labour of their children hence kept them out of school to be employed by
other people as herds’ boys or child minders and house help. While others were retained
at home to do domestic chores and baby sitters as their mothers go for wages, and casual
labour.

4.6.10. The source of income from single parent families

In order to find out the source of income from single parent families, the researcher asked
the respondents (single parents) the following question, which is found in appendix E

Q1. What is your source of income?

Table 4.6.10 below shows the responses from the single parents.

Table 4.6.10. Findings on the source of income.

RESPONSES TALLY FREQUENCY PERCENTAGE

Salary __ 0 0%

Farm and casual labour // 2 33.33%

Business / 1 16.67%

Wages and casual labour /// 3 50%

TOTAL //// / 6 100%

The information on the table above was represented on figure 4.6.10 shown below

39
 Figure 4.6.10.

2.5

2
Frequency
1.5
Percentage
1

0.5

0
Observation from the figure above.
According to the data collected from 6 respondents, no one of them depend on salary as a
source of income. 33.33% depend on the farm and the other 16.67% depend on business,
while 50% of them depend on wages and casual labour.
From the information obtained on the table above, we can say that majority of single
parents (50%) in Ainamoi zone don’t have farms. They depend on casual labour to
support their families.
Even though 33.33% have farms, their farms are too small to support them. Among these
33.33% are widows whom their properties were destroyed by their relatives after their
husbands died and being left with small pieces of land which cannot sustain their
families. So they are opted to go for casual labour in addition in order to provide for their
children.
From this information, I can conclude that low income state of single parents has become
a major challenge to the children in the zone.

40
4.7 Ways of supporting children from single parent families
Children need a lot of care to grow well. Their care starts from conception up to post-
natal. Children from single parents have many challenges which affect their learning in
ECDE centres. In order to minimize these challenges, there are various ways used to
support these children to overcome the challenges they are facing. Some of the ways are
found in the recommendation part (see pages 45 and 46) and other ways are as follows:-
 Single mothers should be sensitized to broaden their awareness on the importance
of immunization because many of them ignore this activity of immunization and
having their children getting infected. Therefore single mothers should be made
aware to have anti- tetanus vaccine before birth and after giving birth, their
children be immunized against fatal diseases such as Diphtheria, Polio, Whooping
cough, Measles and Tuberculosis. All single parents should ensure that all of their
children are healthy and have completed all immunization in order to reduce child
mortality rate and promote strong and healthy bodies of their children.
 Single parents should be mobilized to safeguard the rights of their children by
protecting them against neglect and abuse.
 They should be mobilized to create strong attachment (bond) with their children
by showing them love, care, being warm and being concerned also by
communicating to their children and listening to them.
 They should also stimulate their children by touching them; hugging, praising and
rewarding their achievement so as to enable them develop self- esteem and self-
confidence. They should avoid abusing and ridiculing their children.
 Single parents should be sensitized to be sensitive with the growth and health of
their children in such a way that whenever a child becomes sick he/ she should be
treated quickly. A healthy child has more motivation to learn than a sick child. A
sick child cannot learn well because he/ she spends most of his/ her time thinking
about pain instead of focusing on learning. He/she also lacks energy.
 These parents should be made aware to observe the cleanliness of their children
by bathing and clothing them with clean clothes in order to enhance their
children’s self-esteem and self-confidence, because those who have torn and dirty
clothes cannot learn well in school hence develop low self-esteem and self-
confidence.
41
 Single parents should be sensitized to provide warm clothes e.g. sweaters to their
children during rainy season and every time when the weather is chilly in order to
safeguards them from cold related disease such as upper respiratory tract
infections e.g. common cold and pneumonia.
 Single parents who are working outside home should be advised to take their
children to their places of work so that they can work within reach of their
children in order to give them warmth, love and parental care which creates a
strong attachment (bonding) with the children.
 They should be mobilized on the importance of providing basic needs e.g. food,
clothing and shelter to their children which promotes holistic development in
children.
 They should be made aware not to neglect or over protect their children as this
makes them not to be emotionally stable e.g. appear withdrawn, stressed and
aggressive in school. This makes them to have learning difficulties, poor memory
and lack of reasoning.
 Single parents should be mobilized to be good role models to their children in
every activity they do. They should not engage themselves in alcohol drinking
and prostitution because their children will tend to imitate such bad behaviours
(characters).
 They should be sensitized not to involve their children with too much domestic
work which makes the children not to get enough time to do their home work and
even cause them not to do well in learning.
 Single parents who keep their children away from home (to be cared for by other
caregivers) should be made aware that every child has a right to live with his/ her
parents and have a direct contact with him/ her.
 Children who are suffering from neglect and abuse should be given regular review
of placement in charitable institutions e.g. rescue centers.
 Families should be empowered and strengthened on feeding programmes.
 Single parents should be advised to help their children realize their full potentials
and talents. They should respect and acknowledge the individual differences of
their children and ensure that every child is assisted to realize his/ her goal in life,

42
 by involving them in various skills, knowledge and attitudes which will make
them to be self reliant in future.
 Single parents should be mobilized to give spiritual guidance to their children
which will help them in behaviour qualification.
 The government should review and impose rules concerning children e.g. make it
compulsory for every child to attend school.
 District Students’ Advisory Committee should be strengthened and empowered to
set issues regarding children.
 Teachers should be advised to accept children of single parents the way they are.
They should show them love, interest and be concerned. Teachers should be warm
and friendly to these children. They should treat them equally like any other
children in class without any discrimination. They should avoid abusive language,
harsh punishment, criticizing and finding faults with these children. Let the
children of single parents know that their teachers love them, care for their
welfare and genuinely concerned about them.
 NGOs like World Vision, Lions Club and others should provide food to poverty
stricken single parent families in slums and rural areas in order to reduce the
problem of poor nutrition in single parent children.
 Teachers at school through the Pastoral Programme of Instruction (PPI) should
spiritually nourish the pupils by teaching them the fruits of the Holy Spirit i.e.
love, joy, peace, patience, kindness, goodness, faithfulness, humility and self-
control. This will help children from single parent families to resolve conflict
misunderstanding.
 Single parents should be sensitized on feeding their children with balanced diet in
order to grow healthy and strong.

43
 CHAPTER FIVE
5.0 Introduction
This chapter contains the summary of the whole study, conclusion and recommendation
of the findings.

5.1 Summary
Several challenges have already been observed elsewhere in this report as affecting the
children of single parent families in public ECD centres. However, the degree to which
each challenge affects the children varies accordingly.
From the research data analysis, it is evident that economic status of single parent
families has been a great challenge in children in the light of the fact that the economic
standard of most in Ainamoi zone is very low.

5.2 Conclusion
In Ainamoi zone, it is evident from the finding that there are many challenges facing the
children from single parents in ECD centres.The major challenge being poverty.
Although single parents would like to take their children to ECD centres for learning,
they experience a lot of hardship in payment of school levies. Most of these parents are
living below the level of subsistence; very few practice subsistence agriculture and other
business while many of them depend on casual labour and wages for family income.
Concerning single parents participation in maintaining ECD centres, it is evident that due
to low income ECD children of these parents are undergoing many challenges such as:-
 Low enrollment
 Irregular attendance to ECD centres (absenteeism)
 Existence of child labour
 Majority of children don’t have proper uniforms
 Many of them lack writing materials
 Low income state of single parent families had an impact on payment of ECD
teachers salary on time. (there is delay in payment of fees)
 Cases of drop-out is rampant
 Many of them are malnourished.

44
  Most don’t have proper hygiene, their bodies are dirty and clothes they wear
are not clean due to this many have suffered from scabies.
 Lacks of warm clothes (sweaters) to be used during rainy season which have
caused many to be affected by common cold hence have poor health.
 Lack of parental love in some of the children which have made them feel
insecure therefore have cause them suffer psychological effects e.g.
depression and result in poor performance in school.
 Lack of school levies.

From the findings therefore, the researcher concluded strongly that single parent families’
economic status affects the learning of the children in Ainamoi zone.

5.3 Recommendations
The researcher after going through the findings and conclusions of the research report
came out with the recommendations to be implemented in order to improve the rate of
challenges facing the children from single parent families in ECD centres. The
recommendations are addressed to the Government of Kenya, the Ministry of Education
and other stake holders in the welfare of our children. The recommendations contained
here are:-
 The policy makers should come up with a policy on how ECD can be supported
to enable children of single parents at early age to be able to acquire the required
education.
 Children’ rights should be protected by the responsible authorities. This will
ensure that young children are not involved in the labour force and instead be
taken to ECD for growth, development and education.
 Other challenges such as drop-outs should be addressed by the responsible
authorities.
 The head teachers, ECD teachers, QUASOS and other stakeholders should team
up and sensitize the community on the importance of early years of life through
community mobilization and sensitization.
 The government of Kenya to make ECD free and compulsory to enable children
from single parents to afford it.
45
  K.I.E should develop a curriculum that enhances holistic development of children
especially in the topic “FAMILY MEMBERS” whereby the head of the family
should not necessarily be the father but whoever provides for the family.
 The Government should provide community development fund (CDF) and
bursary to single parent children so as to support them in education.
 Organizations such as World Bank should provide grants such as community
support grants (C.S.G) to single parents’ families in order to support their children
in education and other basic needs.
 Other organizations like NGO’s , C.B.O’s and F.B.O’s should also support the
children from single parent families by financing , educating, providing them with
learning materials and other services such as health and rehabilitation.
 Ministry of Education Science and Technology (MOEST) in the other hand
should look for ways and means of financing ECD centres in order to support the
children from single parent families/ and even motivte the children who are still at
home to attend ECD centres (increase the enrolement) also to reduce the cases of
drop outs.
 The government should provide healthy and medical care through ministry of
health.
 The Government to make feeding programme compulsory in all the pre-schools
so as to improve the health of the malnourished children from poverty stricken
single parent families.
 Single parents should be sensitized to broaden their awareness in provision of
good care to their children by loving, securing, nurturing and health environment
for better emotional growth and psychological development and by giving them
enough balance meal for proper development in early years. They should also be
actively involved in supporting their children by ensuring that they get basic
education needs as required. Apart from this, they should also ensure that they
provide school requirements like uniforms, writing materials and general moral
support necessity for children to succeed in their schooling.
If all these are adhered to, the country will have produced good, reliable citizen in the
near future. This will ensure that there is accomplishment of National goals of Education.

46
 REFERENCES
CCEA, ICS. (2004) One In Christ. Pupils Book 7. Nairobi, Kenya : Jomo Kenyatta
Foundation (JKF).

Eclanahan, S.Y and Sandefur, G. (1994) Growing up with a Single Parent: What Hurts,
What helps. Cambridge (Massachusetts): Hardware University Press.

Erickson, E; (1950). Childhood and Society .New York: Norton.

Eunice Mathu Njambi: October (2000) Parent Magazine Nairobi: Stellan Consult L.T.D
NO. 172, 5-7

Gesell, Arnold: (1946).The Child from Five to Ten. New York London: Harper and
Brothers.

Hellen White, E.G., (1954) Child Guidance. Nashville (Tennessee): Souththern

Publishing Ass.

Internet (2009) Google answers:’htt”//w.w.w google .com.

Kathe Wunnenberg (2000). Grieving the loss of a loved one. Zondervan :Tyndale House
Publishers

Melgosa Julian and Annett D. (2007).To Couples. Madrid Spain: Editorial safeliz, S.L

Minnet, P(1994) Child Care and Development. London: John Murray

MOEST, Children’s Act (2001) Guideline from Early Childhood Education. Nairobi
Kenya. K.I.E

MOEST (2003) Gudeline for Early Childhood Education. Nairobi.K.I.E

47
MOEST, UNCRC (1989). Guideline for Early Childhood Education .Nairobi Kenya:
K.I.E

Piaget, J.,(1952). The Origins of Intelligence .New York: International Universities Press

Posse Paul and Julian Melgosa (2006) For Raising your Child Colmenar Viejo, (Madrid).
Spain: Editorial Safeliz S.L

Ritchie, A.S (1983) Nutrition and Family. Nairobi: East Africa.

Santrock, J.W (2005) Children. New York: MC Graw Hill publishers

Steinberg, L, (1986) “Latchkey children and susceptibility to peer group pressure: An

ecological analysis” Developmental Psychology, 22,433439.

Sykes, J.B (1964) Editor .The Concise Oxford Dictionary of Current English .New York:
Oxford University Press.

Wallerstein J.S.Y and Blakeslee, S (1996) Second Chances men, women and children. A
decade after Divorce ,New York ; Ticknor Er filds .

Werner David with Carol Thuman, Jane Maxwell and Andrew Pearson (1993) .Where
There is No Doctor .London: Macmillan Revised Edition Publishers

Van Pelt, N.,(1984) Train up a Child. Washington : Review and Herald.

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 APPENDIX A: Observation Checklist
Availability of personal effects and their condition
Name of the ECD Center...............................
Scale to be used:
5- Very good condition
4- Good condition
3- Moderate condition
2- Bad condition
1- Very bad condition

PERSONAL EFFECTS CONDITION

Cleanliness 1 2 3 4 5

1 2 3 4 5
Books

1 2 3 4 5
Pencil

1 2 3 4 5
Uniforms

1 2 3 4 5
Shoes

1 2 3 4 5
Bags

Sweaters 1 2 3 4 5

1 2 3 4 5
Health

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 APPENDIX B: Questionnaire for ECD teachers.
You are kindly requested to write your responses by ticking in the brackets provided.
Where necessary you can write your responses in the spaces provided.
Your responses will be kept confidential
1. Name of the school...................................................................................................
2. Gender : Male Female

3. Training level: Diploma Certificate Not trained

4. Your working experience

Below 5 yrs 6-10 yrs 11-15 yrs Above 15 yrs

5. What is the total population in your ECD Centre Boys Girls

6. How many of the children come from single parent families

Boys Girls
7. All children from single parent families attend ECD Centers regularly
Strongly agree

Agree

Disagree

Strongly disagree

Not sure
8. Number of children you admit per year
Less than 20 children

More than 20 children

No admission at all

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9. Do all children from single parent families have school uniforms?
Yes

No

10. All children from single parent families have writing materials
Agree Strongly agree

Disagree Strongly Disagree

11. The teaching and learning resources are adequate in your ECD Centre
Agree Strongly Agree

Disagree Strongly disagree

12. Are you paid any salary?
Yes
No
13. If yes who pays?
Parents

School

Donors
Other specify ……………………………………………………….
14. Payment of teachers’ dues on time by single parents families?
Strongly Agree Strongly disagree
Agree Not sure
Disagree

15. In your own suggestion what can you comment on payment of school fees by the
children?......................................................................................................

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 16. The enrolment of children from single parent families and the two parent
families
High Moderate

Low Very low

17. Existence of child labour of single parent children in Ainamoi zone

Agree Strongly Agree

Disagree Strongly disagree

Not sure

18. How has been the enrolment for the last 3 years?
School 2011 2012 2013 2014

19. In your own opinion, list the challenges faced by ECD children in your school
1.______________________________________________________________________
2.______________________________________________________________________
3.______________________________________________________________________
4.______________________________________________________________________
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 APPENDIX C: Questionnaires for Head Teachers
Instructions
You are kindly requested to write your responses by ticking in the brackets provided.
Where necessary you can write your responses in the space provided. Your responses will
be treated with a lot of confidentiality.

1. Name of the school _________________________________________________

2. How many ECD teachers do you have?

Male

Female

3. Does the single parents participate in maintaining ECD centre in your school?
Yes

No
4. Are there adequate facilities and equipment in your ECD Center?
Yes
No
5. If yes what are their condition?
Average
Good

Bad

6. What do you think should be done to improve on their condition?

7. list the challenges faced by ECDE children of single parent families in your
school.------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------

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 APPENDIX D.: Questionnaire for the QUASO
Instructions
You are kindly requested to write your responses by ticking in the brackets provided.
Where necessary you can write your responses in the space provided
Your responses will be treated with a lot of confidentiality
1. Name of your zone
____________________________________________________
2. Number of ECD Centers in your zone _______________________________
3. Number of private pre- schools in your zone_____________________________
4. Number of public pre- schools_________________________________________
5. Number of pre-school teachers in the zone _______________________________
6. What is the total population o f ECD Children in your zone_________________
7. How often do you visit pre-schools?
Once a month once a term once a year

8. The enrolment of ECD children

Good Fair Poor

9. What are some of the ways of improving enrolment

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

10. List the challenges faced by ECD Centers

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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 APPENDIX E: Interview Schedule for Parents
1. How many children do you have?

2. How many girls?

3. How many boys?

4. Do they go to school?

5. Do you have a piece of land?

6. Where do you get food for your children?

7. What is your source of income?

8. Do your children attend ECDE Centers regularly? (Yes/No).

9. Do they have writing materials?

10. Do they have uniforms?

11. Are there some of your children who have dropped out of school?(Yes / No)

12. If yes, why did they drop out of school?

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 APPENDIX F: WORK PLAN SCHEDULE AND BUDGET.

WORK PLAN SCHEDULE

February- March: Preparation of research proposal.

May - June: Data collection

July : Report writing and type setting.

August: Revision and submission of the research report.

BUDGET ESTIMATE
The estimate cost of the research study is as follows:
NO. ITEMS APPROXIMATE COST (KSHS)
1 Traveling and lunches 4,000

2 Photocopying and typesetting 7,000

3 Stationary 2,500

4 Miscellaneous 2,500

TOTAL 16,000

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 APPENDIX G: PHOTOGRAPH OF A SINGLE PARENT FAMILY

Photograph I
The photograph above was taken by the researcher when she was collecting data during
the oral interview. The single mother and her two children on the photograph were found
in their natural setting outside their house. The researcher interviewed the single mother
who said she is a widow of 7 children of which 3 of them have dropped out of school.
She said she has a farm but it is too small to support her and her children because her
properties including the farm were destroyed by her relatives after her husband’s death
and was only left with a very tiny piece of land which can hardly sustain her family.
Therefore, she depends on casual labour to bread win her children. Two of her children
had to drop out of school to be employed by other people as house helps in order to
support the family financially. The other drop- out child is retained at home to look after
the younger siblings as the mother goes out for casual labour and the other two children
attend school.

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