EFFECTS OF PARENTAL ECONOMIC STATUS ON CHILDREN ACADEMIC

ACHIEVEMENT IN EARLY CHILDHOOD DEVELOPMENT EDUCATION CENTERS

IN SOY ZONE UASIN-GISHU COUNTY

GRACE MELLY

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE AWARD OF THE DIPLOMA IN EARLY CHILDHOOD

DEVELOPMENT EDUCATION

JUNE 2021
STUDENT DECLARATION
This project is my original work and has not been presented for a diploma in any other

institution.

Signature…………………Date

GRACE MELY
SUPERVISORS’ APPROVAL
This project was submitted for review with my approval as college supervisor.

Signature…………………………. Date ………………

I take this opportunity to thank God for giving me good health throughout the study period.
Table of Contents
STUDENT DECLARATION..............................................................................................................................2
SUPERVISORS’ APPROVAL...........................................................................................................................3
CHAPTER ONE: INTRODUCTION...................................................................................................................8
1.1Background of the study.....................................................................................................................8
ABBREVIATIONS AND ACRONYMS

ECDE Early Childhood Development Education

UNCRC United Nations Convention on the Right of the Child

SES social economic status

ECE Early childhood Education

Socio-Economic Factors: refer to an individual’s or group's position within a hierarchical social

structure.

Efficiency: refers to the ability to obtain maximum output from a given input in an education

system
CHAPTER ONE: INTRODUCTION
1.1Background of the study

Early Childhood Development Education (ECDE) globally and Kenya in particular has been

recognized as a child's holistic and integrated education that meets the cognitive, sociomoral,

spiritual, emotional, physical and developmental needs. The United Nations convention on the

right of the child (UNCRC).Studies have been conducted in the US as well as other countries,

including Canada, Bermuda, and Sweden, to examine the issues around the effects of child care

quality on children’s development, both in the short-term, during the preschool years, and over

the longer-term, into elementary school. The UNESCO report, 2010 which formed the basis for

the first ever world conference on Early childhood Education (ECE) held in2010 in Moscow

showed that pre-primary education was in tatters in most countries with 50% of the countries

having no program for children less than 3 years of age. In most of the Eastern African countries

such as Burundi, Uganda, Tanzania access to quality pre-primary education in the region is

poorly characterized by low enrolment rates, trained teacher shortages. The studies reported

below have examined the effects of child care quality after adjusting for family selection factors,

in order to disentangle the relations between the selection of child care of a particular quality or

type and the effects of the child care itself. Education is the basic mechanism for enhancing the

population quality of a nation, and education during childhood is the foundation for the

formation of human labor-force quality. Childhood education not only affects the achievement

and happiness at the individual level, but also shapes the labor force quality and capacity of

innovation (Heckman, 2011)Many researchers have found that family background factors can

explain .The positive correlation between SES and academic achievement persists from

childhood to adolescence and is consistent across races n most of the variance in students’

academic achievement and play a more important role than schools different indicators of SES
(family income and parents’ education level) could all predict children’s intelligence score, the

mother’s educational attainment acted as a better predictor than the father’s. It is clear that

different components of SES could influence different aspects of specific cognitive skills or

academic achievement the relations between SES and children’s reading ability are complex and

parent–child relationship may be characterized as a “bridge” between them. Family SES is a

reflection of the social and economic resources that parents can provide. It can affect parents’

cognitive and reactive modes in relation to society and family members. According to the family

stress model, parents in low SES families face more financial pressure and emotional exhaustion,

which are associated with low income and self-efficacy. This may cause parents to use negative,

unkind strategies to get along with their children and result in an undesirable parent–child

relation .The influence of SES on academic achievement is not the same for all children.

Moderating variables, including demographic variables such as grade, age, and race, and external

supporting variables such as family, school, and community, is most often discussed. “Children

from poor families take up responsibilities early.” Students from poor families grow up in a

relatively difficult environment. They may want to change their current situation more urgently

than students who are better off, and they may think that it will be easier to do so if they study

harder and do better at school. In other words, family SES influences individual success

differently according to the motivation. Children with similar family SES may not have the same

academic achievement. We proposed that such discrepancies may be caused by the different

levels of learning motivation among children. We assumed that for students with strong

motivation, the influence of SES on reading ability is weakened. However, for students with

weak motivation, the influence of SES through the mediating variable is strengthened. Early

childhood Development Education Interventions are significant to the second economic

life. Children who access ECDE services were more likely to enroll in primary schools at the

right age and less likely to drop out of school or repeat grades. There was also a high probability

that these children had improved school performance and cognitive abilities than those who do

not attend ECDE (UNESCO, 2012)

1.2 Problem statement

1.3 Justification of the study

1.4 Research questions

1.5 Research objectives

1.5.1Broad objectives

1.5.2 Specific objectives

1.6 Scope and limitation

This chapter covered literature review related to effects of parental economic status on children

academic achievement in early childhood development education centers in soy zone uasin-gishu

County