PERCEPTIVE OF THE TEACHERS AND PUPILS ON THE EFFECTS OF SOCIOECONOMIC FACTORS ON CHILDREN’S COGNITIVE DEVELOPMENT

Abstract

For child’s proper cognitive development to occur, there are some factors that needs to be enhanced. What are some of the factors that affect cognitive development? Does a parent’s income or education level impact cognitive development? How can we conquer those factors so as to enable wholesome development? For holistic development of a child, parents, teachers and the environment has a key effect on development. Support through provision of learning materials is also key. Ensuring safety in the learning environment is paramount to ensure cognitive development. The study sought to ascertain the extent to which socio-economic status impacts cognitive development. How does financial constrain affect academic performance of a child? Does supplying of all learning materials and safe environment equate to proper development? In scarcity of learning resources and financial struggles what can be done to cub the effect? What is the place of a parent despite these challenges? Does the ratio of the class size to number of teachers affect learning? In situations where all material needs are met but the parents’ availability is lacking, what is its impact in academic performance and thus cognitive development? The target population of this study was the teachers and pupils in the selected primary schools in Kibera and Karen. To answer these questions the study adopted a qualitative design. The study finding concluded that material resources and parental involvement was major factor for cognitive development. Pupils also needed a safe environment and support from the teachers and the parents. Based on these findings it is recommended that the teachers create awareness to the parent’s on how key their involvement and motivation to child’s learning is of importance for proper cognitive development. Motivation of the pupil is necessary regardless of socio-economic status of a parent.