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From Montessori to Culturally Relevant Schools Under The Trees in Kenya

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Common Characteristics and Unique Qualities in Preschool Programs

Part of the book series: Educating the Young Child ((EDYC,volume 5))

Abstract

Kenya distinguishes itself from other sub-Saharan African countries with its well-established system of early childhood development and education (ECDE). This chapter describes environmental, economic and social-cultural circumstances in Kenya and how these affect ECDE program design, curriculum and preschool activities. The author will provide a brief historical overview of early childhood educational contexts in Kenya and how preschool teachers meet minimum standards of a quality program using Guidelines for Early Childhood Development in Kenya (NACECE (National Center for Early Childhood Education). (2003). Guidelines for early childhood development in Kenya. Nairobi: Author.) with an African approach. Specific focus will be given to the diverse and contrasting program settings for early childhood care and education from the affluent city suburbs to the rural agrarian farms and the arid and semi arid (ASAL) areas of Kenya.

Tata Mbugua is a member of the editorial boards for Journal of Pedagogy (SR) and Focus on Elementary Education (ACEI).

U.S. Census Bureau. (2009). International Programs: International Data Base. Retrieved from http://www.census.gov/population/international/data/idb/region.php on June 26, 2012.

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Authors and Affiliations

  1. University of Scranton, Scranton, PA, USA

    Tata Mbugua

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  1. Tata Mbugua
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Correspondence to Tata Mbugua .

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Editors and Affiliations

  1. Professor Emerita, The University of Tex, One UTSA Circle, San Antonio, 78249, Texas, USA

    Sue Clark Wortham

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Mbugua, T. (2013). From Montessori to Culturally Relevant Schools Under The Trees in Kenya. In: Clark Wortham, S. (eds) Common Characteristics and Unique Qualities in Preschool Programs. Educating the Young Child, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4972-6_3

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