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EFFECTS OF FAMILY SEPARATION ON LEARNING IN ECDE

CHILDREN AGED 4 5 YEARS IN GITHOBOKONI ZONE,


GATUNDU NORTH DISTRICT,
KIAMBU COUNTY.

By
NDIRANGU ZACHARIA KAHARI
ADMISSION NUMBER
024

A Research Project Submitted in Partial Fulfillment for the


Requirements
Of Diploma in Early Childhood Education Development
Foundation Institute of Africa
2014

DECLARATION
I declare that this research project is my original work and has not been presented for an award in
any other institution.
Sign:..Date:..
Ndirangu Zacharia Kahari
Index No:
This research project has been submitted for examination with our approval as Foundation
institute of Africa college Supervisors.
Sign:.Date:.
David Maina Kamau
Lecturer
Foundation institute of Africa
Sign:.Date:.
David Kuria Nganga
Lecturer
Foundation Institute of Africa

DEDICATION
This research project is dedicated to my dear wife and my family members for their support and
inspiration during my studies.

ACKNOWLEDGEMENT
I wish to extend my gratitude to my college supervisors who have worked hard to see me
succeed in carrying out this project. Special thanks to the college administration for their effort in
creating a good learning atmosphere during my studies. To all my college mates who together we
encouraged each other throughout the study.

LIST OF FIGURES
Figure 4.1: children from separated families
Figure 4.2.0 Gender of children from separated families
Figure 4.2.1 Gender
Figure 4.3 Relationships between family separation and childrens academic performance
Figure 4.4 How children from separated families socialize with other children
Figure 4.5 Investigating school attendances of children from separated families
Figure 4.6: causes of single parenthood

LIST OF TABLES
Table 4.1 Presence of children from separated families
Table 4.2 Gender of children from separated families
Table 4.3 Relationship between family separation and children learning
Table 4.4 How children from separated families socialize with others
Table 4.5 Investigating children attendance of children from separated families
Table 4.6 Causes of single parenthood

ABSTRACT
This research is on the effects of family separation on learning in ECDE children aged 4 to 5
years. The area of study will be in Githobokoni zone, Mangu division, Gatundu North District
of Kiambu County. To collect the required information, the researcher will use questionnaire for
teachers and parents and interviews schedules for the children. The researcher intends to find out
whether academic performance of children from separated families is poor as compared to that of
children from cooperative families. Findings elsewhere suggest that children from troubled
families perform poorly in school. Entering preschool is a major step in the learning journey of a
child. A preschool is the first formal academic education setting and the experience the child
goes through determines their learning in later stages. If the transition to preschool is positive, it
becomes the model for future transitions. Successful transition is dependent of a number of
factors. The main ones are the presence of book, television, and assistance by the parent. Parents
should not only focus on teaching children manners but also should spare some time to assist
them in their formal education. Extra by parents held children successfully navigate changes that
occur in the first few years of the life of a child. In a society, a child is expected to behave in a
certain manner and perform certain roles other than undergoing formal education. Parents guide
their children live according to expectations, perform their roles, and achieve education target. If
the transition is successful, the children develop a healthy sense of identity within the community
in the short and long term. The most important step in the life of children is graduating from
kindergarten and primary school. The transition process could also be cultural rite of passage.
This research paper discusses some of the factors that hinder the transition process.

1.11 Abbreviations and Acronyms


K.C.P.E:

Kenya Certificate of Primary Education

ECDE:

Early Childhood Development Education

ECD:

Early Childhood Development

M.O.E:

Ministry of Education

CHAPTER ONE
INTRODUCTION

The chapter focuses on background of the study, the statement of the problem, purpose of the
study, the research objectives, significance of the study, scope, and limitation of study and
operational terms used in this project work.

1.1 Background of the Study

According to estimates, access to ECDE services is low at 50%. The national target is to raise
access to 80% by year 2015. The ministry of education, working together with partners, is
committed to increase to quality ECDE services (ministry education, 2007). The ministry says
that there are parents who neglect their children physically, emotionally, or spiritually. The

neglecting parent fails to meet the childs needs or have control of his or her children. In this
regard, the researcher intends to carry out research on the effect of family separation on ECDE.
Counseling psychologists advice that a child who is exposed to an abusive family environment is
likely to grow up to be an abuser. This is because, home is a learning environment and childrens
altitude to and about life stems from what they see their parents doings.
No nation can afford to waste its national resources or education of its people, but that is what is
happening where children fail to achieve their full academic potentiality. Conducive home
environment where the father and mother live in harmony provides the initial learning of the
child. Effects of family separation on Early Childhood Development Education can be
devastating in their performance.
The researcher in Githobokoni zone, Gachege Sub-location, Mangu Division, Gatundu North
District, Kiambu County, therefore sets out to find out these effects. It has 44 schools, 19 public
schools and 25 private schools with enrollment of 22,624 pupils.
The performance of pupils is good as many schools are able to attain 250 marks mean score in all
classes on exams prepared locally and in the KCPE. The area of study is also affected by many
separations, where children are left with single parent or left under the care of their grandparents.
Many of these separations are caused by:

Excessive use of illicit brew

Poverty -where the man is unable to provide for the family hence the wife runs away.

Interference by the in-laws

Unfaithfulness by any of the two parents

Death of a parent

Desire for independence especially with the modern class-working ladies

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Many of these separations makes the children to be moved from their schools to others areas they
are not used to. Sometimes they are not enrolled to any school.
In some instances, they are kept at homes waiting for the parents to resolve their disputes, which
may take a longer time than anticipated, hence children missing classes. With all the above stated
adversaries, the performance of the said group of children may be affected in one way or another.
The researcher therefore wants to find out the effects of family separation on ECDE children
performance.
Attles (1997) focus on different variables that may affect student academic achievement. Such
factors include gender, socioeconomic status, and family type. Their research stated two different
viewpoints, focusing on the impact of fathers in a household.
Anguiano & California (2008) developed a cross-cultural study where he found that
socioeconomic backgrounds are another issue that affects academic achievement of children. In
a single parent family, only one income is being gathered. This limits families with the resources
and support that children need at home and in school.
Parental involvement is one of the major issues that affect academic achievement. If parents are
not capable of providing time for their children, the lives of the children will be affected. Parents
should not only be involved at home, but in school as well. The National Center for Education
Statistics (1997) reported that children from grades 6 through 12 earned As if their parents were
involved in school activities Lam (1997).
Marjoribanks (2002) researched the Family-School Research Project which is designed to
determine any patterns that are evident between the life of a child at home and their successes in
school. Marjoribanks (2002) also goes on to mention the factor of parental support as an affect
of student academic achievement.

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Marjoribanks (2002) mentions a few different issues that need to be considered when discussing
single parent families. Parental support and economic hardship are amongst the several factors
of academic achievement. The article also mentions discipline issues. Single parents are not
able to set ground rules for their children, so expectations cannot be set in the household.
Marzano & Marzano (2004) focus on how family structure affects achievement. The main part
of their research is that parental expectations of their children were the predictor of how their
children performed academically. If parents established high expectations for their children, then
they would perform well in school. If no expectations were set, students performed poorly and
became stressed.
Michael (2005) takes another approach where remarriage and reconstructed families are
considered. In a reconstructed family, parents were separated/divorced and the parents remarried
someone else. This may not benefit all children even though there is now a two-parent
household. There may be hatred and anger towards the new parent coming from the children.
An article found in One Parent Families Michael (2005) states that it is less desirable for
children to be brought up by one parent than two parents. This is a common statement amongst
many different researchers. The article focuses most importantly on why single parent families
affect academic achievement.
1.2 Statement of the Problem
The researcher intends to carry out a research on the effects of family separation on learning in
ECDE children aged 4 5 years in Githobokoni zone, Gatundu North District, Kiambu
County.The research finding may help to find out solutions to the problems effecting academic
performance in ECDE children.

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1.3 Purpose of the Study


The researcher intends to carry out research in order to come out with the probable solutions to
the problem.
The researcher intends to resolve the issues of numerous causes of separation reported in various
schools in Githobokoni zone, Gachege Sub-location, Mangu Division, Gatundu North District,
Kiambu County and establish whether those separation cases have any effect on ECDE children's
performance.
1.4 Research Objectives

To establish whether there are ECDE children aged 4-5 years from separated families
in Githobokoni zone, Gachege Sub-location, Mangu Division, Gatundu North

District, Kiambu County.


To find out the level of children's performance aged 4-5 years in Githobokoni zone,

Gachege Sub-location, Mangu Division, Gatundu North District, Kiambu County.


To identify the effects of family separation in ECDE centers in Githobokoni zone,

Gachege Sub-location, Mangu Division, Gatundu North District, Kiambu County.


1.5 Research Questions
The researcher will be guided by the following questions:
i.
ii.
iii.

What causes family separations?


What are the characteristics of children from separated families?
What is the relationship between the children from separated families and their learning?

1.6 Significance of the Study


Research outcome may be used by teachers to help children from separated families overcome
their emotions. Research findings may also be used by department of guidance and counseling to
conduct seminars to minimize family separation in the areas covered in the research. Provincial
Administration may also use the research outcome to advice family in retaining their relationship
for the sake of ECDE children. ECDE children and other caregivers may use the research finding
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to know of the existence of such children and develop positive attitudes towards children from
separated families.
1.7

limitations of the study

The researcher may face the following limitations.

Some teachers may be hesitant in giving the correct data of children from separated

families. Some also may have negative attitude towards the research.

The researcher might face some challenges such as people thinking that the research is to

be carried out and later be used to borrow money from donors and other non-governmental
organizations for individual gains.

Some teachers may fail to fill the questionnaires in good time, this may force the

researcher to visit school more than anticipated.


1.8 Delimitation of the Study

The researcher may reduce the area to be covered.


The leaders in the zone are familiar with the researcher hence he will not be denied the

chance to conduct the research and collect data in the schools.


The researcher understands the language of the catchment area hence there will be no

misunderstanding.
The researcher has the knowledge and is familiar with the geographical site of the area.

1.9 Basic Assumptions

Family separation affects the children in their learning.


The data to be collected will be enough for the study.
The interviewees will give the correct information.

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1.10 Definition of the Key Terms


Broken Families: Families where parents have separated
Child: Any person aged between 4-5 years in Githobokoni zone, Gachege Sublocation, Mangu Division, Gatundu North District, Kiambu County.
Divorce: Ending a marriage relationship either formally or informally
Donor: Well wisher willing to assist with finance for a certain course
Effects: Problem that may hinder achieves the best in academic performance.
Illicit: Illegal
Partner: Those working with Ministry of Education for achieving the desired
objectives of education

CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
The chapter focuses on literature review how one parent raises the children, why children area
affected by separation, problem children faces because of separation.

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2.1 Raising a Child on Your Own


Raising children as a result of separation is more associated with women than with men. There
are more men walking out of marriage than ever before (Daily Nation June 23 2009. Raising
children on your own by Dorothy Kweyu) leaving their wives to struggle with raising the
children.
There are also men raising their children alone but in many cases are widowers. How one end up
taking care of the children tends to determine the way he/she relates to them? According to John
Muturi (Saturday Standard 22, 2008) Parenting and Family, mothers serve as role models for
their daughters.
They provide examples of how to be individual, a mother, and a wife. Fathers however, teach
their daughters how to regard themselves, what kind of relationship is healthy, what to look for in
a partner, and what to expect of men in co-parenting relationships.
In her book Training up a Child, Nancy Van says that girl's relationships with her father
profoundly affects her life more often than her relationship with her mother. The little girl who
has a comfortable, communicative, and supportive relation with her father as she grows up is at
an advantage when it comes to academic achievement in areas related to Technology Science and
Mathematics. She is also able to avoid pitfalls such as early marriage and teenage pregnancy.
Children from single parent home generally perform poorly compared to their counterparts from
two parents homes. Single parent homes earn less and parental contact with children is minimal.
It is thought that the situation in Githobokoni is not any different. Single parents raising children
alone face myriads of difficulties. Consequently, their children do not perform well in school.
This project proposes to study the phenomenon in Githobokoni zone.

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2.2 How Children are affected by Separation


According to Wayne Parker, some fathers and mothers see divorce as "issue we just can't get
along anymore"
The marital relationship has far-reaching effects on children, extended families, friends, and
others.
The following are some perspectives on the view of children in a divorcing family:Fear of Change: many things changes, not just that mother or dad will not be around they may
lose contact with the extended family on one side or the other, their bedtime, mealtime and after
school, routines may change. It is a state of upheaval.
Fear of being abandoned: when both mum and dad are at odds and are separated or considering
it, children have a realistic fear that if they lose one parent, they may lose the other. The concept
of being alone in the world is a very frightening thing for a child.
Losing attachment: children who have a natural attachment for their parents also fear losing other
secure relationship friends, pets, and siblings neighbors and so on. Sometimes children are
simply attached to their surrounding and moving into new surrounding can cause an
understandable negative reaction.
Coping with parental tension: parents who try to turn their children against the other spouse
create an impossible situation for that child
Children from single parent homes suffer from economic hardships. A single parent is sometimes
unable to raise enough resources to cater for the needs of the children. Therefore, children lack
basic needs. This affects their academic performance.

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After separation, a single parent lacks time for children to monitor their performance. Without
involvement in their academic performance or work, the child loses focus in his or her academic
work. This translates into poor performance.
A single parent is unable to discipline their children effectively. This is largely due to declined
involvement or monitoring of the children. Indiscipline affects academic performance.

2.3 Problems faced by Children of Separated Families.


According to school safety manual, Ministry of Education in conjunction with Church World
Service (2008) when children are denied basic needs like love, security, warmth and praise they
are likely to face problems like:
Chronic lack of self-esteem and low self-confidence: society considers single parent homes as
incomplete. This perception may create low self-worthy in children. the presence of a father in a
family instill a sense a significance in children. Without a father, as most single families do not

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have a father, children develop low self-esteem. Consequently, they do not work hard enough or
engage in destructive behavior such as drug use or early sex.
Immature emotional response, regression, and neurotic behavior: this behavior is directly related
to psychological difficulties that accompany being brought up in a single parent home. To
compensate for the sense of worthlessness, children become neurotic and exhibit aggression and
immature behavior.
Demanding behavior, attention seeking, and inappropriate behavior towards non-parental adults:
this behavior is to poor self-image and mental health.
Withdrawn behavior, failure to make friends or sustain friendships: the children refuse to
socialize with others and withdraw.
Fear of new tasks not wanting to experiment or join in development and learning delays: this
happens because the child negatively affected psychologically and has low self-esteem.
2.4 The Effects Of Divorce on children
According to Mutie & Ndambuki (1999), guidance for schools and colleges divorce is not often
the great relief couples hope for the children who are caught in the crossfire are the most hurt
physically, emotionally and spiritually. The effects are common on children of all races.
Divorce represents the loss of many things to children. The following roles of fathers and
mothers may not be fulfilled in their lives of children from broken families.
Roles of a father

Protecting the family


Providing for the family
Providing guidance
Offering companionship
Training children on life skills
Providing leadership
Providing spiritual guidance
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Roles of a mother

Caring for the family


Protecting the family
Nurturing children
Carrying out household chores
Listening to childrens problems and offering them guidance
Bringing balance to the family, mentally and emotionally (love)
Motivating children to be better in future

In addition to the loss of support children get from one parent during their upbringing, they also
face the following difficulties:

Brothers or sisters who are often separated


A familiar and secure living situation
A sense of togetherness with friends, schools, neighborhood and religious groups
Financial stability when one parent is the sole breadwinner, children at different ages
is affected by divorce in different ways.

Possible effects on unborn children and infants include:


Premature births: children often born underweight, complications with digestions, excessive
crying, inability to sleep, and interference with breastfeeding and submitting a child to diseases,
which may later affect the performance of the child in school
Children of ages of 4-5 years

At this stage children get upset by circumstance to take on responsibilities of adults


looking after younger siblings and households task

They blame themselves for separation of parents.

Deviate behavior to win the sympathy of the parents is sometimes displayed.

They experience isolation and withdrawal.

Bed wetting, nail biting stealing etc, which are often symptoms of a sense of insecurity, is
common.

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They may feel embarrassed and disappointed.

They could also develop a negative self-image.

Their school performance could drop drastically.

They may lose faith in God who is seen as having allowed the breakdown.

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CHAPTER THREE
RESEARCH METHODOLOGY
This chapter will describe the research design, location of study, target of study, research
instruments and data collection.
3.0 Introduction
The study will investigate the effect of family separation in ECDE children aged 4-5 years in
ECDE centers in Githobokoni zone, Gachege Sub-location, Mangu Division, Gatundu North
District, Kiambu County.
The procedures to be used in the study are discussed. The study will describes research design,
study sampling procedures, target population sample method, location of the study, data analysis
and techniques.
3.1 Research Design
The researcher will use descriptive survey and aims at investigating the effects of family
separation on ECDE children's performance. The study will use qualitative and quantitative
methods, which will involve numbers and categorizing of data.
Survey design is the best because effects of family separation in ECDE children performance are
studied after occurrence and the effects are already experienced.
3.2 Location of the Study
The researcher intends to conduct research in seven public schools in Githobokoni zone,
Gachege Sub-location, Mangu Division, Gatundu North District, Kiambu County.

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3.3 Target population


The researcher intends to conduct the study in the 19 public primary schools in Githobokoni
zone, Gachege Sub-location, Mangu Division, Gatundu North District, Kiambu County.The
researcher focused on getting data by handling ECDE children aged 4-5 years.
3.4 Sampling Techniques and Sample Proceidures
The researcher will use non-probability sampling to get the sample size. Convenience sampling
will be involved, as the researcher may not get ample time to visit all the 19 public primary
schools. Seven schools in the zone will be selected for data collection. These schools are Kajabi,
Kaibere, Kamunyaka Central, Munyaka, Ndiko, and St. Gabriel Kahata.
3.5 Research Instruments
The researcher will develop questionnaire, which will be filled by teachers handling ECDE
children aged 4-5 years in Githobokoni zone, Gachege Sub-location, Mangu Division, Gatundu
North District, Kiambu County, and parents.
3.6 Data Collection Procedures
The researcher will visit the sampled schools, explain to the teachers, and finally issue them with
questionnaires. The researcher will give the teachers filling the questionnaires two days and
revisit the schools to collect the distributed, filled questionnaires.
3.7 Data Analysis Methods
Quantitative method of analyzing data will be used. The researcher will analyze the data
collected from the study using frequency distribution tables, bar graphs, and pie charts.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND PRESENTATION
4.1 Introduction

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The data is presented through tables and descriptive statistics. Interpretation and analysis of data
is given. The general summary is arranged according to the order of objectives of the study.
4.2 Teachers Response
The questionnaire was investigating the presence of children from separate families in
Githobokoni Zone, Mangu Division, Gatundu North District of Kiambu County.

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Table 4.1: Presence of children from separated families


Schoo

Gacheg

Kajab

Yes
No
Tota

e
2

Kaiber

Kamunyaka

Percentag

Ndik

Munyak

Kahat

Frequenc

o
7

a
2

a
2

y
20

100

20

100

central

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Fig. 4.1 figure showing children from separated families

Children from separated families


8
7
6
5
4
3
2
1
0

Children from separated


families

During observation period, the researcher observed the presence of children aged 4-5 years
attending ECDE classes from separated families in Githobokoni Zone, Mangu Division,
Gatundu North District of Kiambu County.

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Table. 4.2 Gender of children from separated families


Schoo

Gacheg

Kajab

Kaiber

Kamunyaka

Ndik

Munyak

St. Gabriel

Frequenc

Percentag

Central

Kahata

Girls 2

11

55%

Boy

45%

s
Tota

20

100%

l
From the table, the researcher found out that family separation affects girls at 55% compared to
boys 45%.

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Fig. 4.2.0 figure showing gender of children from separated families

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6
5
4
3
2

No of boys from separated


families

No. of girls from separated


families

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Fig 4.2.1Pie Chart showing gender of children from separated families

Gender

Boys (45%)
Girls (55%)

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Table 4.3 Relationship between family separation and childrens academic performance
School

Gacheg

Kajab

Kaiber

Kamunyaka

Ndik

Munyak

St.

Frequenc

Percentag

Central

Gabriel

Kahata

V. Good
Good
Average
Below

0
0
0
2

0
0
1
3

0
0
2
0

0
0
0
1

0
1
4
2

0
0
1
1

0
1
0
2

0
2
8
11

0
5
40
55

average
Total

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100

From the observations made by the researcher, family separations affect the performance of
ECDE children aged 4 to 5 years. This is shown by having an occurrence of 55 per cent of
children being below average and only 5 per cent who are termed to be good.

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Fig 4.3 Pie Chart showing Relationship between family separation and childrens academic
performance

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Relationship between family separation and childrens academic performance

V. Good (0%)
Good (5%)
Avarage (40%)
Below Avarage (55%)

The questions were investigating how children from separated families socialize with other
children

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Table 4.4 table showing how children from separated families socialize with other children
School

Gacheg

Kajab

Kaiber

Kamunyaka

Ndik

Munyak

St.

Frequenc

Percentag

central

Gabriel

15

kahata

V.

Good
Good 1
1
1
0
3
0
1
7
35
Fair
0
3
1
1
4
1
0
10
50
Total 2
4
2
1
7
2
2
20
100
From the table above, the researcher was able to observe that some children from separated
families are able to socialize well with others having an occurrence of 15 percent while the
majority with an occurrence of 50 percent fairly socializes with other children.

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Fig 4.4 Pie Chart showing how children from separated families socialize with other
children

How children from separated families socialize with other children

V. Good (15%)
Good (35%)
Fair (50%)

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Table 4.5 Table showing the Investigation of School Attendance of Children from
School

Gacheg

Kajab

Kaiber

Kamunyaka

Ndik

Munyak

St.

Frequenc

Percentag

Central

Gabriel

Regular
Irregula

0
4

0
3

0
1

0
6

0
2

2
1

0
1

2
18

10
90

r
Total

20

100

Kahata

The table reveals that children from separated families are irregular in school attendance with
prevalence of 90 per cent.

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Fig 4.5 Pie Chart showing the Investigation of School Attendance of Children from
Separated families

Investigating school attendance of children from separated families

Regular (10%)
Irregular (90%)

The question was investigating the main cause of these children being under the care of one
parent.

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Table 4.6 Table showing the causes of single parenthood


School

Gacheg

Kajab

Divorce
Death
Never

2
0
1

3
1
0

married
Total

Kaibere

Kamunyaka

Ndik

Munyak

St.

Frequenc

Percentag

Central

Gabriel

1
1
0

0
0
0

3
1
2

1
0
1

1
1
1

10
6
4

50
30
20

20

100

Kahata

The table reveals that the main cause of separation was divorce. Half of children from separated
families come from parents who have divorced.

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Fig 4.6 Figure showing the causes of single parenthood

Cause of single Parenthood

Divorce (50%)
Death (30%)
Never Married (20%)

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CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.0 Introduction In Summery Form
This chapter consists of a brief summary of the whole research study, which relates to research
problem, research methodology, results, and major contributions.
5.1 Summary
The main reason the researcher decided to carry out study on this problem was to find out the
effects of family separation of ECDE children in relation to performance in Githobokoni Zone,
Gachege Sub-Location, Mangu Division, Gatundu North District of Kiambu County. The
researcher found out that all ECDE centres involved in the course of the study have 100%
occurrence of children from separated families. Majority of the children were boys with 55 per

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cent and girls with 45 per cent. Most of the school visited for research purpose had a positive
response of having more than one case of such children in their classes and some having up to
seven cases. Children from separated families are affected physically, emotionally, spiritually
and socially. Children from separated families are sometimes forced to do tasks, which are not
theirs such as taking case of the siblings.
5.2 Conclusions
Separated families should avoid conflicts over their children visit to either of parent. They should
avoid questioning children about other spouses affairs. They should try not to lie to children
about their differences and involving children in their personal relationships.
5.3 Recommendations
The best solution would be for parents to resolve their differences and if this does not happen,
the following precautions should be taken to help the children.

Prepare children psychologically before any divorce


Show love and concern for the children
Let the children talk about the divorce
Parents should be active listeners to childrens views on divorce and they should be

patient
Children should be allowed to express their emotions through crying. It is a part a healing
They should be assured that they are not to blame for the divorce
Assign trustworthy adults, Sunday school teachers, relatives, or youth leader to play the

role of the missing parent


Caregivers should inculcate trust in God in those children
Caregivers should help children build their self esteem
References

Anguiano, B. D., & California, S. B. (2008). Parent involvement and academic achievement
among language minority students in elementary school using structural equation
modeling. Santa Barbara, Calif.: University of California, Santa Barbara.
41

Attles, H. S. (1997). The effects of homelessness on the academic achievement of children. New
York: Garland Pub..
Dorothy, K. (Daily Nation June 3, 2009). Rising on your own
Lam, S. F. (1997). How the family influences children's academic achievement. New York:
Garland Publishing.
Marjoribanks, K. (2002). Family and school capital: towards a context theory of students' school
outcomes. Dordrecht: Kluwer Academic Publishers.
Marzano, R. J., & Marzano, R. J. (2004). Building background knowledge for academic
achievement: research on what works in schools. Alexandria, VA: Association for
Supervision and Curriculum Development.
Michael, D. B. (2005). Promising practices for family involvement in schooling across the
continents. Greenwich, Conn.: Information Age Pub..
Mutie, K. (2010). Guideline and Counseling for school and colleges: Nairobi: Oxford publishers
Ministry of Education. (2011). Community Support grant management hand book. Nairobi: KIE
Ministry of Education and Church World Services. (2008). school safety manual
Nancy, V. (2008). Training up a child. Nairobi: Oxford.
Wayne, P. (2012). Impact of divorce on children. New York: Prentice Hall

APPENDIX I
QUESTIONNAIRE
SECTION A: BIO DATA
Questionnaire to the teacher
Tick where possible.
1. Name (optional)
42

Gender
Male
Female
2. Are there children from separated families in your class?
Yes
No
3. If yes, how many are they?
Boys
Girls
Indicate the numbers
4. How is their academic performance?
Very good
Good
Fair
5. How do they relate with other children socially?
Very good
Good
Fair
6. Are they sometimes out of school due to lack of necessary instructional items such as pencils
,books etc
Yes
No
7. What is the main cause of them having one parent?
Separation
Divorce
Death of a spouse
43

Thank you for your co-operation, information given is purposely for study only and will be treated
confidential.

Questionnaire to the parents


Tick where applicable
1. Name (optional)
2. Gender
Male
Female
3. Marital status
Married
Single
4. If single, what is the cause of singlehood?
Separation
Divorce
Death of a spouse
Thank you for your cooperation, information given is purposely for study only and will be treated in
confidence.

44

APPENDIX II
WORK PLAN
ACTIVITY

FROM

Selection of the study topic

January18th 2014

Proposal writing

January 2014

Supervisor proof of reading

February 2014

Data collection

TO
February 2014

March 2014

April 2014

Data analysis

April 2014

May 2014

Report writing

June 2014

July 2014

Supervisor proof reading

July 2014

typing the final copy

July 2014

Submission of the final report

August 2014

APPENDIX III
BUDGET
NO

ACTIVITY

UNIT

AMOUNT
SH

Transport

5 trips @ 300

1,500.00

Lunch

5 days @ 100

500.00

Stationery (pen, pencil, rubber & scribbling book)

500.00

Photocopying and typesetting

2,200.00

Printing

2,100.00

Newspaper

Internet

Library

Miscellaneous

650.00

Total

8,750.00

50
10 days @ 30
5 days @ 50

45

500.00
300.00
500.00

46

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