Experiential learning requires teacher educators to equip trainee teachers with opportunities for effective preparedness in teaching and professional subjects, co-curricular activities and in micro-teaching vital for professional development. The experiential learning opportunities, conditional knowledge, preparedness and performance during teaching practice provide basis for predicting professional competence and success for effective teaching. Conditional knowledge entails application of critical thinking and problem solving skills that demonstrate mastery of theoretical knowledge and professional practice across, content, knowledge, skills and insights. This type of knowledge and skills are developed through experiential learning coupled with effective preparedness for real-class instructional management. However, inadequate preparation in educational courses coupled with improper supervision and feedback impede effective professional development in most universities. The study explored effectiveness of experiential learning and conditional knowledge in trainee teacher preparedness for teaching practice at the University of Nairobi. Experiential Learning Theory formed the framework for this study. A descriptive survey research design was adopted with a population of 78 trainee teachers selected using simple random sampling. Data were gathered through a questionnaire. Finding showed that trainee teachers are adequately prepared for teaching practice. The study recommends proper orientation for trainee teachers to be carried out with effective preparedness that aligns theory to practice.

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Dispositions towards use of digital technologies in modern early childhood settings have dramatically transformed aspects in education sector through development and integration of technology into education policy, curriculum and practice. Digital technology as a tool in instruction benefits learner's fine motor skills, language and communication readiness, mathematical thinking as well as positive attitudes towards learning. Conversely inadequate educational and digital competence hampers teachers in Early Childhood Education (ECE) access to digital technology. This study assessed ways in which teachers in ECE in Kenya access digital technologies. It was designed as a two-phase exploratory mixed methods study. The design allowed collection of data from two groups of ECE educators: case study and survey teachers. Case-studies of two ECE centers (low and high technology) involving 11 ECE teachers were compared in order to examine similarities and differences in access to digital technologies. Similarly, teachers (n=508) in two education zones were surveyed and drawn in terms of similarities and differences in access to digital technologies. Findings indicated that ECE teachers in Kenya have limited access to digital technologies due to non-availability in ECE teaching and learning environments. To address this challenge, the study recommends Ministry of education to put emphasis on funding technology resources in early childhood settings. Furthermore, teachers in ECE should be exposed to a variety of developmentally appropriate digital technologies in order to effectively enhance teaching and learning.

Listening to what children say expand upon language, building vocabulary and background knowledge in social, political and economic world for effective communication. Article 12 of the CRC 1989 stresses the right to participation in decision-making processes, which influence choices taken by children for empowering sense of belonging and community cohesion.  However, too often children are denied opportunities for participation in decision-making and to exercise responsibility resulting to under democracy situations. In addition, there is limited understanding of children’s right to participate in matters affecting them in developing countries especially in Sub-Saharan Africa. The study sought to determine children’s; perceptions, preferences, interests, views and feelings concerning participation in pre-primary school learning environments in Kenya.  This was an exploratory case study, which relied on data sampled from pre-primary school children and teachers in selected schools in Kenya using probability and simple random sampling techniques. Anchored on recognition theory, the study determined that participation of children is scanty and in instances where it occurs, only at the implementation stage rather than the planning design. The study recommended the need for collaboration and sharing information among children, teachers, communities and government towards realization of children’s perception to what they say and in decision making.