Numeracy classroom practices and developmental progressions in low and high performing pre-primary schools in Kenya

• In Event: Early numeracy skills and impact on later mathematics achievement

Proposal

Introduction

Early childhood education teachers are expected to build mathematically enriched learning environments. To do this, teachers need to understand developmental progressions and plan numeracy instructional tasks using this understanding. The developmental progressions describe learning paths followed by students in the process of learning a mathematical skill (Patsiomitou, 2018; Lobato & Walters). Since teachers provide learners with instructional tasks, it is critical that such tasks be packaged in the context of developmental progressions. To support pre-primary teachers do this in an effective way, instructional interventions have been implemented in schools. One such intervention is the school readiness program implemented in Kenya to prepare ECDE learners to get ready to join the primary school.

The intervention had three packages, namely: (1) Teacher training and support consisting of training of instructional coaches in the use of tablet-based technology to supervise and mentor ECDE teachers in improved pedagogy; and, teacher support and training to increase active learning and instructional time. This component also focused on the development of child-centered instructional materials and utilization of workbooks, and teachers’ guides; (2) Teacher training and support (# 1 above) plus learning materials. The materials included learner workbooks and teachers’ guides - it involved providing each learner with low-cost workbooks on a 1:1 ratio, and providing teachers’ guides linked to the workbooks; (3) The third package involved # 1 and 2 above, plus support to the holistic development of the child by encouraging key health and hygiene practices and knowledge such as nutritious foods, hand washing, proper latrine use, and treatment of drinking water at the point of use.

Objective

The paper presents evidence on the effectiveness of the intervention in changing teaching practices inside the classroom. In particular, the paper examines how teachers packaged instructional tasks during numeracy lessons to support learners in the developmental progression. Additionally, the paper explorers
whether the changes (if any) observed in low and high performing ECDE centers could be attributed to the intervention.

Perspectives

The literature on early grade learning clearly shows that high-quality, developmentally suitable early childhood interventions produce desired outcomes on children's cognitive and social development (Barnett, 1995; Yoshikawa et al., 2013; Rao et al., 2014; Harvard Family Research Project, 2006). Literacy and numeracy are critical skills for all children to develop because they are necessary elements of our everyday life. However, there is little agreement on best practices children should use to learn. In recognition of the importance of early learning in a child’s success in later life, early childhood programs are held to account for the quality of interactions with children. Interventions in ECDE empower teachers and parents to improve accountability, and this could enhance the ambitious global framework of education for sustainability. Generating evidence on programs aimed at supporting teachers to develop effective instructional strategies is important to address the plight of the 250 million children in the world who are not learning basic skills, the majority from the global south.

Importance to CIES

The paper demonstrates the usefulness of early interventions in learning trajectories and access to quality education in the early years. It adduces evidence on the effectiveness of school-based ECDE programs targeting low-resourced environments. Such ECDE programs promote education for sustainability by providing the foundation for later learning, academic success and productivity.

Methodology

Data is from a randomized control trial study, the Kenya Pre-primary School Readiness Program involving 600 ECDE centers. Classroom observations and learner performance data were collected using the Stalling Observation System protocol and a standardized direct learning assessment, respectively. Two data points, baseline, and follow-up, from the same ECDE centers, enable comparisons of intervention and non-intervention classrooms to be conducted. To examine instructional tasks that support developmental progressions, videos of numeracy lessons are analyzed to profile emerging teaching patterns and practices. The profiling of teaching patterns is done in the context of teacher focus, instructional content, teacher actions, learner actions, and materials used.

Results and conclusions

The paper provides compelling evidence about the extent of the effectiveness of the pre-primary school intervention, classroom interaction settings, and the way in which these interactions enhance developmental progression among ECDE learners. The implications of these findings on learning trajectories indicate the need for classroom-based teacher support to reinforce desired instructional activities that create strong learning paths. Additionally, classroom discourse help to improve our understanding of how teachers package instructional tasks to nurture effective learning.

Authors

• Moses Ngware, African Population and Health Research Center (APHRC)

• Njora Hungi, African Population and Health Research Center (APHRC)