Towards Gendered Enhanced Access to Early Childhood Care and Education for Rural and Marginalized Children in Kenya

Abstract

Early childhood is the fastest period of development in a human life. The definitive aim of Early Child Development Education (ECDE) programs is to prepare young children's capacity to develop and learn. These programs enable children who are ready for school to gain a combination of life-long values socially, physically and emotionally healthy. The child becomes confident and approachable; has admirable peer relationships; solves challenging tasks and is resilient in his undertakings; has good language skills and communicates well; is perceptive to  instructions and is attentive. A child who is properly grounded in ECDE programs has minimal chances of repeating a grade, being referred for special education, or dropping out of school. Despite Kenya's progress in the provision of ECDE, many still lack access to this education. As a result, many children from vulnerable backgrounds do not access this critical education.

Gendered inequality and women's low status have especially limited women's autonomy and denied them rights to health, nutrition, education, ownership of property and bodily integrity The corona pandemic virus compounded with disparities posed by different implementation approaches used devolved governments complicates quality access to ECDE in Kenya. Drawing on knowledge mobilization model utilizes strategy, innovative ideas, approaches, practices, resources, tools and activities that integrate knowledge into actions and solutions to the problems of the targeted population, this paper discusses possibilities of increasing gendered access to early childhood education by considering improvement in maternal health, nutrition, and social protection as well as a recommendation for model early childhood centres in Kenya.