Published: 2022-08-30

DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-008
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-009
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-005
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-006
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-001
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-007
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-011
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-016
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-028
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-032
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2203-022
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-029

Efficacy of Assessment Strategies in Early Childhood Development Education Curriculum Implementation in Kenya

Herbert Amunavi Obeywa, Teresa A. Okoth- Oluoch, Rose Atieno Opiyo, Aggrey Mukasa Simiyu
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-021
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-036
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-037
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-015
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-024
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2208-033
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2207-038
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2207-035
DOI: https://doi.org/10.24940/theijhss/2022/v10/i8/HS2207-020