CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is seen as a powerful force that systematically transmits knowledge, skills and

cultural values to the society (Kendal, 2007). Pre-school is the educational programme

that concerns the holistic development of children from 0 -5 years of age. Early

childhood education development (ECDE), or pre-school, is not only a fundamental right

for every child but also an indispensable element for learning at subsequent levels of

education.

The Psychosocial Development Theory by Erik Erikson describes the “eight stages of

man” (Erikson 1975). Erikson stage 2 and stage three occur at pre-schooling age of the

child. The theory argues that development stage depend very much on social interaction

of the child and his environment. This environment centrally is the interaction between

the child and the parents what is referred as the parental influence. Because an infant is

utterly dependent, the development of trust is based on the dependability and quality of

the child’s caregivers. If a child successfully develops trust, he or she will feel safe and

secure in the world. Caregivers who are inconsistent, emotionally unavailable, or

rejecting contribute to feelings of mistrust in the children they care for. Failure to develop

trust will result in fear and a belief that the world is inconsistent and unpredictable.

Guralnick, 2002. observed that as children start pre-school they are faced with many

social challenges which make it difficult for them to adjust to school environment. Partly,

this can be associated with the existing relationship or interaction between children and

their families as some families are supportive while others are quite oppressive a view

that Russell and Reece (2000) alludes to. Pre-school learners are expected to interact

well with others and grow up socially adjusted; this has not been the case in most pre-

school centers in Thika Municipality.

Ndani (2008) in his findings on family types noted that families appeared to have affected

the social competence of children, which is an important element in learning and holistic

development. Ndani observed that family set up has a great role in social adjustment of

the child. Guralnick, M 2002 observes that parental influences affect child’s

responses to external and internal environment. He coded the responses as: Internal

rationale for rationales describing some aspect of the child that is held to be

responsible for success or difficulty in the social tasks. Included here are

mothers’ reasons associated with their child’s personality or disability-related

factors, traits, dispositions, references to maturation, etc. No distinction was

made with respect to how children achieved their current state (i.e., degree to

which learned), but the emphasis was clearly related to existing child

characteristics. Situational rationale for rationales related to the situation or

behavioral characteristics of the child’s peers, this is what we describe as the

influence of the parental type to peer grouping. The emphasis was focused on

the circumstances that can affect peer interactions. External indirect rationale for

rationales related to the actions (or lack of actions) of others that generally

influence peer-related social development, such as providing opportunities to

practice or exercise social skills or creating a social environment that is

influential (e.g., provides a secure or stable environment or has too few toys).

This rationale is observable through the child internal motivation. External direct

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rationale for rationales related to actions (or lack of actions) by others designed

to directly influence peer-related social development. Responses included

specific reference to encouragement, instruction, or modeling. This is no different

to Eriksson’s theory of Psychosocial Development.

The transition of a child from the family to school is a critical process where the child

needs a serious adjustment at school environment especially with his peer group. In the

process of social adjustment, a child’s credibility to form a satisfactory relationship with

his peers resembles the level of social satisfaction he has. For any children, apart from the

early socialization within the family through informal education, education make its way

for the development of socialization among peer group in a more formal setting – the

school.

Action for children in conflict, (2008), established that children from warm loving

families, socialized better, participated in stable peer relationships, became more socially

competent and had fewer difficulties than those whose parents were not. This implies that

a family is the most important influence on child’s social perception of self and others. In

pre-school settings, children have to adjust to strange environment or new social

challenges, and they need to mix with a new and more diverse group of children (Cleave,

Jowett & Bate, 1982; Ledger, Smith & Rich, 1998). In addition, children often have to

depend on their families for school orientation and preparations. Such new experiences

have been shown to impact on their social adjustment.

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Christian, (2004), suggests that healthy family-child relationship improves academic

performance not only do children improve academically, their social behavior and school

attendance also improves with more parental support a view that Epstein, (2003)

expressed agreement to. According to Vygotsky (1978), problem solving, planning and

abstract thinking have a social origin. The parent at home teaches the child and later the

concepts become internalized, so that it occurs within the child.

In Kenya, little research has been carried out on the topic and therefore reliance on

foreign research conclusions has been relied upon. Most children in Kenya begin

schooling with social habits learnt from their parents. Once they join pre-school, children

begin to interact and socialize with a wider community different from their home

environment. Through school activities, teachers are able to identify children social

habits that reflect their family settings. In addition, Arnold (1988) argues that family is

the most important influence on child’s social perception of self and others. Thus, parents

may socialize children either positively or negatively depending on their social-economic

background.

Fabian, (2000) observes that successful social adjustment for pre-school children partly

depends on past experiences and on children possessing the skills and knowledge to

respond to the demands of the school setting. Margetts, (2002) noted that when children

exhibit a range of social skills associated with cooperation, initiating interactions or

assertion, and self control, they are more likely to adjust easily to school and the larger

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social milieu. Difficulties are likely to arise when children are: non compliant;

disorganized; distractible; or when they are anti-social and have difficulty considering the

rights of others. The nature of parent-child relationships can also influence social

adjustment in children.

The nature and quality of early experiences in the family context are generally assumed

to be of key importance for later social-emotional adjustment of children. Accordingly, a

considerable amount of research has focused on associations between parent-child

relationships and the emotional adjustment of children (Collins, Cooper, Albino, &

Allard, 2002) and on linkages between parent-child relationships and later emotional

adjustment (Overbeek, Vollebergh, Engels, & Meeus, 2003).

Previous studies have been based on different theoretical perspectives about parent-child

relationships (for example, parenting style, social-cognitive, and attachment perspectives)

but find common ground in the idea that negative experiences in the family context

predispose individuals for the development of various social and emotional impairments

(Schaffer, 2000). Specifically, detrimental parent-child bonds are assumed to lead to

limitations in the capacity for establishing and maintaining satisfactory peer relationships

(Ainsworth, 1989) and to the development of internalizing and externalizing problem

behaviors (Dozier, Stovall, & Albus, 1999).

The theoretical mechanism underlying this assumption is that based on early experiences

in the parent-child dyad, children develop cognitive-affective representations of the level

of closeness and affective quality that characterize their relationship with others

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(Bretherton & Munholland, 1999). These representations include images of the self and

others, along with expectations of specific interactions, and are assumed to be moderately

stable over time. By structuring our perceptions and interpretations of new (social)

experiences, these representations remain crucial to individuals’ social and emotional

adjustment beyond childhood. Indeed, previous studies have demonstrated that the major

dimensions underlying a low affective quality of parent-child bonds – such as lack of

affect or support from parents, insensitive or unresponsive parenting, hostile parenting or

rejection, or a lack of parental monitoring and control (O’Connor, 2002) – are associated

to a moderately strong degree with anxiety (Gerlsma, Emmelkamp, & Arrindell, 1990),

depression (Burbach & Bourduin, 1986), emotional maladjustment and dissatisfaction

with life (Overbeek et al., 2003; Steinberg et al., 1994), and lack of social skills in peer

relationships (Conger et al., 2000; Engels, Finkenauer, Meeus, & Dekovic´, 2001).

Upon this background, this study seeks to determine the effects of family types on social

adjustment of pre-school learners. Family type refers to the way family members interact

with each other, that is, levels of adaptability, cohesiveness and communication

demonstrated by the family unit. In assessing family types for research, it is assumed that

the difference between functional and dysfunctional families could be determined by two

interrelated dimensions: cohesion and adaptability (Olson, 1986). Cohesion refers to the

level of attachment and emotional bonding between family members. There are four

graded levels to the cohesion dimension: disengaged, separated, connected and

enmeshed. Families that are disengaged lack closeness and/or loyalty, and are

characterized by high independence. At the other end of the scale of cohesion are families

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identified as enmeshed. These families are characterized by high levels of closeness,

loyalty, and/or dependency (Olson, 1986).

In the recent past, significant changes in family arrangements have occurred, modern

family structures vary widely (Murry, Williams & Salekin (2006). Its form is diversifying

with, for example, the increase in one-parent families and non-marital unions as well as

extended family arrangements. Differing family structures may directly impact on the

stability of the family, home and the functioning and social adjustment of children.

However, it is not clear how family types – nuclear, extended, and single parent – affect

the social adjustment of pre-school children.

1.2 Statement of the Problem

Social adjustment of pre-school children is likely to influence the social, regulatory, and

emotional experiences of children’s early schooling. There is a direct relationship

between pre-school children who experienced some challenges at home and their ability

to develop normal peer relationships and to behave in ways conducive to learning. As a

consequence, these children are less likely to be socially and academically prepared for

schooling.

In the past two decades, children’s externalizing and internalizing behavioral problems

have received substantial attention from researchers in the field of developmental

psychopathology. It has been found that externalizing problems such as aggression and

disruption are associated with and predictive of a variety of social and life adjustment

difficulties including school failure and juvenile delinquency. In contrast, children who

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display behaviors of an internalizing nature such as social withdrawal tend to have

maladaptive emotional outcomes such as negative perceptions of self-worth, feelings of

loneliness and depression. The role of parents and other caregivers is especially important

in fostering holistic development of children at home and school settings. It is therefore

important to establish the factors associated with social adjustment before and during pre-

school years. This study will therefore determine if children from different family types,

(i.e., nuclear, single parent and extended families, differ in social adjustment within

Thika Municipality.

1.3 Purpose of the Study

The purpose of this study is to determine the influence of family types on social

adjustment of pre-school learners in Thika Municipality, Kenya.

1.4 Objectives of the Study

1.4.1 General objectives

This study will focus on the influence of family set up on social adjustment of pre-school

learners. Key area of research being ECD schools within Thika Municipality.

1.4.2 Specific objectives

The study will explore for answers to the following research questions:

1. To determine the influence of the family type on the pre-school learner’s

aggressiveness in social adjustment within the school.

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2. To determine the influence of the family type on the pre-school learner’s

confidence in social adjustment within the school.

3. To determine the influence of the family type on the pre-school learner’s peer

grouping in social adjustment within the school.

4. To determine how we can improve on the pre-school learner’s social adjustment

within the school.

1.5 Research Questions

The study will explore for answers to the following research questions:

1. How does the family type influence the pre-school learner’s aggressiveness in

social adjustment within the school?

2. What influence does the family type have on the pre-school learner’s

confidence in social adjustment within the school?

3. How does the family type influence the pre-school learner’s peer grouping in

social adjustment within the school?

4. How can we improve on the pre-school learner’s social adjustment within the

school?

1.6 Significance of the Study

This study will provide both practical and theoretical implications for the future of early

childhood education in Kenya. The study is expected to contribute to pre-school learners

in the following ways: The study aims at highlighting the effects of family types on social

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adjustment of pre-school learners and could strengthen parents and teachers in

developing appropriate social habits to pre-school learners.

To the pre-school parents the study will inform them on the effects that family settings

have on social adjustment of pre-school children. Thus they can devise strategies to

improve social adjustment of children.

To pre-school teachers and handlers, the study and findings will reveal the role played by

family types in promoting social adjustment of children. Based on the findings,

recommendations will be made on how teachers and child handlers can promote social

adjustment of pre-school learners.

The study will also provide material for further research on the effects of family types to

the pre-school learners.

1.7 Scope of the Study

The study will be concerned with effects of family types, that is, nuclear, single parent

and extended families, on social adjustment of pre-school learners in Thika Municipality.

Thika municipality has five educational zones where 120 ECD centres are spread. Each

of the ECD centres within Thika Municipality comprises of minimum of two classes per

ECD centre.

1.8 Limitations of the Study

In the process of carrying this study, the researcher faced several

challenges.

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1. Most prominent challenge was lack of sufficient time needed to

interview all respondents on a face to face level due to work

related assignments. Application of questionnaires, which do not

capture psychological and behavioural patterns of individuals

being, interviewed means that chances of mechanical responses

are high and might not be the true position.

2. Language to be used proved another limitation. This was

particularly when it came to interviewing some parents and pre-

school teacher in pre-schools in the slums. This wad basically

because in these category of my population use their first

language in the learning. However since the researcher was well

versed in the local language and dialect it was possible to

overcome this particular challenge. Where the researcher come

into contact with people not versed with English and who use a

different first language, use of an interpreter was applied to

overcome language barrier.

3. Some pre-school teachers’ particularly private schools were

skeptical of my interest during the research. Some refused to

cooperate due to their personal reasons; others may have felt

intimidated and conceal valuable information due to fear of

victimization.

4. Lack of sufficient literature on the subject was another challenge

the researcher faced, however more information was researched

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from the internet and public libraries. Of particular note was lack

of local research content (Kenyan), thus much of content was

based on American and British pre-school system.

5. Confidentiality polices in pre-schools and in parents might have

worked against the researcher but good interpersonal relations

and goodwill from pre-school administrators and the district

education office (DEO’s office) ensured the researcher acquired

relevant records and materials for the study.

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1.9 Assumptions of the Study

The study will be based on the following assumptions:

1. That all the respondents will be co-operative enough to give reliable and adequate

information.

2. It assumed that it is possible to measure social adjustment of children using

observation behaviour.

3. It was also assumed that where interpreters were used, that their interpretation of

the concept and gist of the question was also passed on to the interviewee. This is to

ensure that if the respondent were familiar with English, S/he would have given the

same response.

4. The research also assumed that all pre-school teachers used the same yard stick as

the researcher when it came to measuring observable behaviours and rating the

same using the same scale.

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1.10 Theoretical Framework

The study will be based on the Psychosocial Development theory by Erik Erikson (1975).

Erikson’s theory describes the impact of social experience across the whole lifespan.

According to Erikson (1975), the socialization process consists of eight phases – the

“eight stages of man.” These are: 1) trust vs. mistrust, 2) autonomy vs. shame and doubt,

3) initiative vs. guilt, 4) industry vs. inferiority, 5) identity vs. confusion, 6) intimacy vs.

isolation, 7) generativity vs. stagnation, and 8) integrity vs. despair. Each stage is

regarded as a “psychosocial crisis,” which arises and demands resolution before the next

stage can be satisfactorily negotiated. These stages are conceived in such a way that satisfactory

learning and resolution of each crisis is necessary if the child is to manage the next and

subsequent ones satisfactorily. In each stage, Erikson believed people experience a conflict

that serves as a turning point in development. In Erikson’s view, these conflicts are

centered on either developing a psychological quality or failing to develop that quality.

During these times, the potential for personal growth is high, but so is the potential for

failure. The first three stages are relevant to early childhood learners and are therefore

described below.

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1.11 Conceptual Framework

Figure 1 below presents the conceptual framework of the study.

Figure 1.1: Conceptual Framework

Independent variables intervening Variable dependent variables

Successful adjustment to school partly depends on past experiences

and on children possessing the skills and knowledge to respond to the

demands of the school setting. Adjustment to schooling is influenced

by a variety of personal and family characteristics, societal trends,

contextual and life experiences. All these have a bearing on the type of

family type the child has been brought up in. The experiences the pre-

school learner has is the schemas developed by his / her family set up.

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FAMILY TYPES

Nuclear Family

Single Parent family

Extended Family

Aggressiveness

Confidence / class interactions

Peer Grouping

Social Adjustment Indicators

1.12 Definition of Terms

Given below is a list of significant terms used in the study and their operational

definitions.

Extended family This is a family group consisting of immediate parents (father and

mother), their children, and close relatives (such as grandparents, uncles,

aunts, cousins) who live in the same homestead. Also referred herein as

Large Family.

Externalizing behavior: Behavior characterized by failure to control emotions and

impulses, often resulting in aggressive, noncompliant, and disruptive

behavior.

Family a group of people held together by bonds of love and affection and

comprises all the members of a household under one roof.

Family interaction Refers to the nature of the interrelationships and communication

that a child has with other members of the family.

Family type Refers to the nature of a family based on number of relatives living

together in a social setting, with three distinguishable types: single parent,

nuclear, and extended family.

Internalizing behavior Refers to behavior characterized by over-control of emotions and

impulses often resulting in, for example; social withdrawal, shyness,

timidity, fearfulness, inhibition, isolation, avoidance, and oversensitivity.

Nuclear family Refers to a family group consisting of a father and mother and their

children, who share living quarters.

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Pre-school Refers to an educational programme that concerns the holistic

development of children between 0 and 5 years old.

Single parent family Refers to a family where one parent cares for one or more children

without the physical assistance of the other parent in the home.

Social adjustment Refers to the ability to regulate ones emotions and behaviours within

social context, in order to effectively reach ones social goals.

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CHAPTER TWO

LITERATURE REVIEW

Successful adjustment to school partly depends on past experiences

and on children possessing the skills and knowledge to respond to the

demands of the school setting

( Dockett, Perry & Tracey, 1997; Fabian, 2000). When children exhibit a

range of

social skills associated with cooperation, initiating interactions or

assertion, and self

control, they are more likely to adjust easily to school. Difficulties are

likely to arise

when children are: non compliant; disorganised; distractible; or when

they are anti

social and have difficulty considering the rights of others (Margetts,

2002).

Erikson believe that learning to control one’s body functions leads to a feeling of control

and a sense of independence, and this can be achieved through toilet training. Other

important events include gaining more control over food choices, toy preferences, and

clothing selection. Children who successfully complete this stage feel secure and

confident, while those who do not are left with a sense of inadequacy and self-doubt

Erikson (1975).

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Dr Kay Margetts in the summary paper Personal, family and social

influences on children’s early school adjustment, adopts an ecological

approach to the notion of early school adjustment. He cites reports the

findings of a recent study designed to explore and add to the

knowledge about the complexity of relationships between children’s

personal characteristics, family demographics, school factors, child

care histories and adjustment to the first year of schooling (Margetts

2003). Careful consideration of this range of influences provides insight

into factors that support children as they make the transition to school,

or predispose them to risk of poor adjustment. Strategies for

supporting children’s adjustment to school will be addressed.

Adjustment to schooling is influenced by a variety of personal and family characteristics,

societal trends, contextual and life experiences (Reynolds, Weissberg & Kasprow, 1992).

The ecological model of child development acknowledges that children's development

and adjustment to school is mediated at a personal level through the child's direct and

indirect experiences with the world, and at the micro level through the interactions of the

child's personal characteristics with the immediate environment that forms the

basis of the child's daily life (Bronfenbrenner, 1979, 1986). It is the

interaction of the child's personal characteristics and their experiences

that ultimately determines how a child adjusts to school (Margetts,

2002).

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Parental levels of employment, and socio-economic status impacted on

school adjustment. Increased risks for social skills, behaviour and

academic competence were revealed for children in families who

received government family payments and where the father was not in

full-time employment when children commenced schooling.

Children’s participation in greater numbers of transition activities

(optimally 6 or

more) reliably predicted higher levels of confidence, self-control,

overall social skills,

and academic competence (Booth, C. L. et al, 1986). Attendance at before-

school care was strongly associated with externalising behaviour,

hyperactivity, and overall problem behaviour.

Children’s adjustment to school is fostered when they develop the

following attitudes;

skills and knowledge, confidence in their own abilities , responsibility for their own

actions and behaviours, socially valued academic skills and conceptual knowledge,

independence and self reliance, concentration and perseverance, the ability to share,

take turns, cooperate and follow reasonable instructions (Crnic, K. A., ET al 1983).

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CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter gives a description of the research methodology, including design of the

study, population sampling procedure, instrumentation and its administration and data

analysis methods used in the study.

3.2 Research Design

This study will employ the descriptive survey research design, utilizing both quantitative

and qualitative approaches. The two methods will complement each other. While

qualitative method allows researchers to describe in rich detail a phenomenon as it is

situated and embedded in local contexts based on individual case information,

quantitative approach provides precise, quantitative and numerical data that allows for

generalizations to be made (Crotty, 1998). A descriptive survey design is used to explore

the existing status of two or more variables under scrutiny, by enabling the researcher to

collect original data for the purpose of describing a population which is large to observe

directly (Kombo and Tromp, 2006). The design was chosen because of its

appropriateness to this study, which aims at gathering facts, knowledge, opinions and

judgements from the pre-school teachers and parents on the effects of family types on

social adjustment of pre-school children.

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3.3 Population

The research population comprises of 120 pre-schools within Thika Municipality.

The 120 pre-schools are distributed within four educational zones as follows;

Kenyatta zone- 28 pre-schools, Jamhuri Zone- 41 pre-schools, Kamenu Zone- 33 pre-

schools and Madaraka Zone 18 pre-schools.

Each pre-school has two teachers and therefore in total we have 240 teachers serving in

the 120 pre schools.

Within Thika Municipality there are 20 pre-school children per ECD class. Thus we have

4,800 pre-school children and a proportionate number of families (i.e. 120 schools each

with 2 ECD classes and each class has 20 pre-school children or 120 x 2x 20 = 4,800)

3.4 Sample Size

Gay 1981 has shown that a sample size of 10% - 30% of the total population is adequate

for a study in descriptive research. The research will use 10% of the pre-school

population i.e. 12 pre- schools. The research used random sampling to select 24 teachers

out of the 240 and 480 families as part of the study population. This sample will be drawn

from 40 pre-schools with each pre-school contributing two teachers as part of the study.

Stratified sampling will be applied to select the pre-schools in order for each pre-school

to have an equal chance of being selected thus minimise the sampling error. From each

zone a proportionate number of pre-schools will be selected.

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By keeping to Gay 1981 sample rules that 10% - 30% of the total population is adequate

for a study in descriptive research with the help of teachers in the pre-school; the

researcher will purposefully select 10% of pre-school families.

After selecting

Table3.1 Population and sample Size

EDUCATIONAL ZONE

PRE-SCHOOLS PRE-SCHOOL TEACHERS

PRE-SCHOOL PARENTS

No of preSchools

(P)

SampleSize

(12/120) x (P) = T

Total Number

M

Sample size

(T x 2)

TotalPopulation

Size(G) = P x 2 x 20

Sample Size

(10% x G)

Kenyatta zone 28 3 56 6 1,120 112

Jamhuri Zone 41 4 82 8 1,640 164

Kamenu Zone 33 3 66 6 1,320 132

Madaraka Zone 18 2 36 4 720 72

TOTALS 120 12 240 24 4,800 480

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Figure 1. Pre-School zoned representation on the total sample size chart

DISTRIBUTION OF SAMPLE SIZE FAMILIY TYPES ACCORDING TO EDUCATIONAL ZONES IN THIKA MUNICIPALITY

( TOTAL SAMPLE IS 480 FAMILIES)

164, 34%

112, 23%

72, 15%

132, 28%

Kenyatta zone

Jamhuri Zone

Kamenu Zone

Madaraka Zone

Table 2. Family set up distribution among the population selected

Thika MunicipalityEducational Zone

Distribution of pre-schoolers under investigation in term of family set up.

Single parent Two parent family / nuclear

Large family / extended family

Totals

Kenyatta

zone

38 37 37 112

Jamhuri

Zone

54 55 54 164

Kamenu

Zone

44 44 44 132

Madaraka

Zone

24 24 24 72

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TOTALS 480

Figure 3. Family set up comparison in the sample population selected

COMPARISON OF ZONAL CONSITUTION OF SAMPLE FAMILY TYPES

0

10

20

30

40

50

60

Kenyattazone

JamhuriZone

KamenuZone

MadarakaZone

Thika Municipality Educational Zones

No

of

Fam

ilie

s S

elec

ted

Single parent

Two parent family / nuclear

Large family / ex tended family

For a balanced non-biased conclusion to be made, the researcher opted to research using

the same number of family types in order to form justifiable findings. The same number

of households was selected in order to make the presentation easier to comprehend for the

researcher and also third parties who will use the findings here to make justifiable policy

changes.

3.5 Research Instruments

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The study will employ three of research instruments namely Pre-school Teachers

Questionnaire (PTQ), interview schedules for parents (ISP) and observation schedules

for pre-school learners (OSP). The questionnaires will give qualitative and quantitive

data. In the questionnaire will have open ended and closed questions.

All the instruments will be designed in a simple and straight forward language making it

easy for the respondent to work on them.

3.5.1 Questionnaires

Questionnaires will be used to collect data from teachers because respondents are not

likely to be manipulated by the researcher since they will fill the questionnaires

independently. The questionnaire will consist of both open-ended and closed questions

which have been designed specifically for teachers in line with the research objectives.

The questionnaire will have three sections. The questionnaire will provide background

information of school, cover information on the teacher’s educational level, and a section

where the teacher will fill in observable behaviour elicited by the selected students for

purposes of this research. It also covers strategies used by teachers to promote social

adjustment if children

The advantage of questionnaires is that it is a cost effective method of collecting raw

data, easy to analyse and also familiar to most respondents.

3.5.2 Interview Schedules

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Interview schedules will be used on parents for collecting data. This method involves

presentation of oral-verbal stimuli and reply in terms of oral-verbal responses. Face to

face interview will be carried out.

The interview guides items will cover the background information of the parents, , family

types and social adjustment of pre-school children.

The interviewer will probe the interviewee for further information on the research topic if

need arises during the interviews. The instruments will be structured in such a way as to

cover all the study objectives while paying attention to the specific variables. The

interview method will, therefore, allow the researcher to get in-depth information from

parents on family types and social adjustment of children. Where some parents cannot be

present for face to face interview, telephone interview will be used to collect data from

these parents.

The main advantage of face-t-face or direct interviews is that the researcher can adapt the

questions as necessary, clarify doubt and ensure that the responses are properly

understood, by repeating or rephrasing the questions. The researcher can also pick up

nonverbal cues from the respondent. Any discomfort, stress and problems that the

respondent experiences can be detected through frowns, nervous taping and other body

language, unconsciously exhibited by any person.

3.5.3 Observation schedules

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Observation schedules will be used to capture information on pre-school children’s

behaviour in the school setting.

The researcher will observe and record behaviour manifested in areas of focus, while

paying attention to study objectives. There are many positive aspects of the observational

approach namely observation are usually flexible and do not necessarily need to be

structured around hypothesis. Observational research findings are considered strong in

validity because the researcher is able to collect a depth of information about a particular

behaviour that is not possible to collect through other means. Among the recordable

information expected is, the interpersonal relation among the peers, the type of play the

learners engage in, the toilet behaviour, and the class behaviour.

The advantages of this method: is hat it helps in overcoming issues of validity, bias etc; it

is useful when the subject can not provide information, and it is also useful when the

subject is feared to provide inaccurate information.

3.6 Pilot Study

Before the actual data collection procedure, a pilot study will be carried out in four pre-

schools in Thika Municipality; these schools will not be used for the actual study because

they consist of similar characteristics to the study schools. The objective of the pilot

study will be to improve reliability and validity of the questionnaires. The pilot study will

also help the researcher to familiarize with data collection process.

3.6.1 Reliability

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The test-retest technique of reliability testing will be used to assess the reliability of the

research instruments. The questionnaires will be administered to the pilot sample

respondents twice, with a one week interval, after which the researcher will compare the

two sets for each respondent to find out whether the responses are consistent. A

correlation coefficient for the two tests will be calculated using the test-retest method,

the split-half method (Annabel S Evants & Bryan J Rooney 2007). The test-retest

method involves testing people twice and correlating the measures. The split-half method

measures internal consistency by correlating one half the test items with the other half.

3.6.2 Validity

Validity is the extent that a measure actually measures what it is supposed to measure.

There are a variety of aspects to validity. If a measure looks like it is a reasonable

measure, it has face validity. If a measure includes all the dimensions that are part of a

concept, it has content validity. Predictive validity refers to the extent that the measure

correlates or is predictive of an outcome measure. Predictive validity refers to the validity

of a measurement to be used for the prediction of future performance. In this case, the

researcher will apply predictive validity to assess the validity of the raw data collected

from the field.

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3.7 Data Collection Procedure

After approval of the proposal from the University, the researcher will obtain a research

permit from the National Council for Science and Technology (NCST). After this, the

researcher will visit each of the sampled pre-schools and book an appointment with the

head teachers and teachers to administer the questionnaires. On the appointed day, the

researcher use self-administered, Teachers Questionnaires (T, Q), interview guide and

observation schedules to collect data.

Respondents in the same institution will be approached to fill the questionnaire at the

same time. This will eliminate chances of the respondents influencing one another’s

responses. The respondents will be assured of utmost confidentiality and all effort made

to make them comfortable during the interview. The researcher will clarify any areas

before the respondents fill them in.

3.8 Data Analysis Procedure

Data analysis procedures to be employed will involve both quantitative and qualitative

procedures using MAXQDA1 Computer Program. Data will be analyzed according to the

objectives of the study. This will yield descriptive data. First, data collected using will be

coded and data entered into the computer. On the other hand, data collected from the

open ended questions in-depth interview and information gained through observation will

be categorised, themes established and information coded and entered into the computer

1MAXQDA is a computer program that helps one with systematic analysis and interpretation of ones text. The main focus is qualitative analysis: you can import files, organize them in document groups, develop a system of categories, code segments of your documents, write and organize memos, take advantage of various search functions, and present your research visually with MAXMaps.

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for analysis. Both the quantitative and qualitative data will be descriptively analyzed to

generate frequencies, means, standard deviations and percentages based on the findings.

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Table 3.2: Summary table of data analysis methods

Research question Dependent

variable

Independent

variable

Data analysis

i. What is the level of social

adjustment among pre-school learners

in Thika Municipality?

Social

adjustment

Gender of

children

Frequencies

and

percentages

ii. What is the relationship

between family types and social

adjustment of pre-school learners in

Thika Municipality?

Social

adjustment

Family types Pearson

correlation

coefficient, r

iii. Which strategies are employed

by pre-school teachers to strengthen

social adjustment of pre-school

learners?

Social

adjustment

Strategies

employed

Frequencies

and

percentages

iv. What strategies can be

employed to promote social

adjustment of pre-school learners?

Social

adjustment

Possible

strategies for

improving social

adjustment

Frequencies

and

percentages

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