Abstract: The quality of education depends on the ability, hard work and competencies of teachers. In Kenya, the degree of teacher competencies on curriculum implementation seems still low despite the Kenya Institute of Curriculum Development putting measures to train teachers on curriculum implementation. It is the competent teachers that a country mainly relies on for an excellent education system. It is at this basis that the researcher sought to establish the influence of use of instructional resources on curriculum implementation in EYE in public primary schools in Kikoneni zone, Kwale County, Kenya. The study adopted a descriptive survey research design and a mixed methods approach. The target population was 467 EYE teachers for Grade 3, 60 head teachers, and 9900 learners. Except for head teachers, from each stratum, 30% of respondents were sampled, giving 140 EYE teachers,60 head teachers and 2970 learners. Questionnaires and observation schedule were used to collect data. A pilot study was conducted in Lunga Lunga zone of Kwale County. Data was analysed using statistical package for social sciences (SPSS) version 25 and the results presented descriptively. The study found that the instructional resources have an influence on curriculum implementation in public primary schools in Kikoneni zone, Kwale County. The materials needed for digital learning as well as the competency of teachers seems to be a contributing factor. Digital learning gives challenges to the successful implementation of CBC. The study recommends that the EYE school administrators provide sufficient instructional resources for effective classroom instruction.

Received June 11, 2020; Revised June 19, 2020; Accepted June 21, 2020

Abstract: Children’s early development and learning are influenced by various systems that including the micro system (e.g., school financial capability), meso system (e.g., Government-school partnership), exo system (e.g., community type, early education policies), and macro system (e.g., school culture). Given the need of early education studies, the study focused on choice of instructional resources by the teacher’s in the short term and in the long term, the study determined the influence of teachers in children’s early learning outcome, with a particular focus on teachers’ perceptions on availability of
instructional resources. Based on data collected using self-administered questionnaires from 341 Early Child Development Education (ECDE) teachers, the findings indicated that teachers had no access to overhead projectors, television and radio, DVDs and CDs, internet, computers, online databases and mobile phones instructional technologies. The implication for policy the government should prescribe the minimum resources available for use by preschool teachers in ECDE centers countrywide to ensure that all preschool children are afforded a quality start to education.