Social Studies Curriculum Content, and Respect among Preschool Children in Nairobi County, Kenya: Focusing on Relevance.

Abstract

Social studies curriculum develops opportunities for learners to interact and address multiple and diverse perspectives on a variety of issues, enriching social and personal lives for a democratic society. Formation of social interactions and engagements enable learners to acquire and apply dispositions for shaping character as respectful citizens. Ability to recognize people in school, activities and care for property would enable learners nurture sense of respectfulness for social integrity. The study adopted an evaluation research model based on both quantitative and qualitative interpretative paradigms. The social constructivist theoretical framework was used to determine relevance of social studies curriculum content in enhancing the value of responsibility among preschool children in Nairobi County.  Neighborhood, my school and health practices were singled out in this study. The target population was 98 preschool teachers purposely sampled from 211 preschools. Questionnaire for preschool teachers were used as the main data collection instruments. Quantitative data was summarized and organized according to research questions and arranged into themes for analysis. The findings indicated that social studies curriculum content is relevant in enhancing respect among preschool children.  The study recommended that teachers should create a learning environment for learners to listen to each other’s point of view, contribute own ideas and appreciate diversity.  For policy the study recommended that structures that encourage respect as a value should be included in school missions and visions for learners to imitate