Abstract:
The study intends to look at the cultural practices that hinder the transition of learners with special needs in
education from home to pre-primary schools in Narok County, Kenya. The main objective of this study is to
examine the cultural practices that hinder smooth transition of learners into pre-primary schools from their homes.
The study will be supported by the Transition theory which posits that early childhood development is a natural
and a universal process of progress transformation or stage transformation in children’s moral, socio-emotional,
mental/ cognitive and physical competencies and supports Piaget’s theory that learners learn through interactions
with their surrounding culture. The target population of the study will comprise of 53 schools, 53 head teachers,
53 teachers and 650 pupils and 2 Educational Assessment and Resource Center officers in Narok County. Simple
random sampling will be used to select the schools, while the head teachers, teachers and pupils will be selected
using purposive sampling as well as the EARC officers. The sample size will comprise of 15 schools, 15 head
teachers, 15 teachers and 243 pupils. The study will use a descriptive survey design combining both qualitative
and quantitative data collection techniques. The instruments will include questionnaires, structured interview
schedules and observation checklists. The instruments will be pre-tested for validity and reliability in Bomet
County Split-half technique will be used to assess the instruments’ reliability while validity will be determined
after it has been read through with the representative respondents. Purposive sampling will be used to select the
pre-primary schools, learners, pre-primary teachers and the head teachers. Convenience sampling will be used to
select the parents. The target population will be respondents from centers selected for the study. Data will be coded
and analyzed by use of measures of central tendency encompassing mean, mode and percentages. The data will be
analyzed and presented in tabular and graphical form. The study may be of significance to the EARC officers,
head teachers, pre-primary teachers, parents and the policy makers at the ministry of Education, science and
technology.
Keywords: Cultural practices, Transition, Pre-primary, Special needs, Early childhood education, EARC Officers
