The samples were obtained to fairly and equally, represent schools and respondents of three districts (240 Pre School teachers, 120 Pre School Managers, 18 Pre School trainers) (Kariuki, Chepchieng, Mbugua, & Ngumi, 2007). The survey questionnaires of the study focus on the document analysis and group discussion of the data collection. Descriptive statistics and inferential statistical tools were used to analyze the data, as it provides a summary, analytical and empirical analysis of the particular sample. The findings of the study show that the majority of the teachers perceived that the Pre School children are more prepared for the academic skills but not in for the social-emotional skills, this is because of the reason that the strict curriculums of the schools do not allow teachers to meet the demands for the social-emotional skill development of the students.
Therefore the teachers can be held responsible for the preparation and development of the academic performance of the students than the social-emotional. Furthermore, the results of the study illustrate that the teachers were more aware of the academic readiness, whereas the responses about the social-emotional readiness were represented low in the interview forms.
The group discussion of the study highlights agreement towards the academic skills development in the preschool children at primary one entry. The study demonstrates that the pre-school curriculum and teaching is inclined towards academic skills development than the other development areas. Recent studies show that health and diet plays a vital role in the development of cognitive abilities of the children. Similarly a study conducted by Winter and Sass (2011) investigates the relationship between childhood obesity and obstacles pertaining to achieve high academic standards and school readiness.
Several studies indicate negative relation between childhood obesity and academic performance; it has been observed that the children with the higher obese and poor dietary intake have poor readiness and learning capabilities.
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