• Elizabeth Akinyi Owino Moi University
  • ROSE RUTO KORIR Moi University




Socio-Emotional Competence, Teacher experience, Pre-school children, Scaffold.


The learning process, mental health and well-being of children in the future are founded on their Pre-school experiences. Focal to this is the children’s Socio-Emotional Competencies (SEC) which help them recognize, understand and appropriately express their emotions as well as identify and appreciate others’ emotional expression. Children with poor SEC end up with deprived overall life outcomes. This paper examines the effect of pre-school teachers’ experience on the strategies they use to scaffold SEC in children. Teachers’ experience was categorized into: novice; fairly experienced and experienced while socio-emotional competence was examined in four areas including self-awareness, relationship management, social awareness and self-management. Using a mixed method research design 98 private and public pre-schools were sampled; 301 pre-school teachers purposively selected; 6 pre-school teachers interviewed and 2 pre-school classrooms observed. Data was collected using questionnaires, observation checklist and interview schedules.  Results revealed a significant effect of pre-school teachers experience on strategies used to scaffold SEC in children at a p value = 0.003; with teachers’ strategies to scaffold SEC among children improving with experience. The identified strategies for experienced teachers were that they showed concern for one another as well as taking keen interest in the children’s individual differences. The study concluded that pre-school teachers’ experience influence scaffolding strategies to children’s SEC. The study recommends that efforts be made to control high turnover of pre-school teachers. Professional development and continuing education that focuses on non-cognitive skills in children should be encouraged among all pre-school teachers.


Download data is not yet available.

Author Biographies

Elizabeth Akinyi Owino, Moi University




ROSE RUTO KORIR, Moi University



Ayiro, P. L. (2010, October 7). Quantitative methods. Paper presented at the Moi University 5th Campus Wide Research Workshop, Moi University, Eldoret, Kenya.

Banu, M. S. (2014). Teachers’ beliefs and perceptions of quality pre-school education in Bangladesh: A postcolonial analysis. Australasian Journal of Early Childhood,39(4), 37- 44.

Bierman, L. K. (2011). The promise and potential of studying the ‘invisible hand’ of teacher influence on peer relations and student outcomes: A commentary. Journal of Applied Developmental Psychology, 32(5), 293-303.

Burchinal, M. R., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between childcare and child outcomes for low income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25, 166-176.

Bronson, M. B. (2000). Recognizing and supporting the development of self -regulation in young children. Young Children, 55(2), 32-37.

Camilli, G., Vargas, S., Ryan, S., & Barnett, W. S., (2010). Meta-analyses of the effects of early education interventions on cognitive and social development. The Teachers College Record, 112(3), 34-37.

Cobbold, T. (2015). A review of academic studies of public and private schools outcomes in Australia: Fighting equity in education. Perth: Australian Government.

Coleman, J. S. (1966). Equality of Educational Opportunity. United States: Springer.

Creswell, W. J. (2014). Research design. London: Sage.

Creswell, W. J., & Clark, P. L. V. (2011). Designing and conducting mixed methods research. London: Sage.

Croninger, R. G., Rice, J. K., & Rathbum, A. (2007). Effects of certification, degree and experience on 1st grade student achievement. Economics of Education Review, 26(3), 312-324.

Denham, A. S. (2006). Social-emotional competence as support to school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57-89.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing children’ social emotional learning: A meta-analysis of school based universal interventions. Child Development, 82, 405-432.

Feldman, S.R. (2014). Development across the lifespan. Boston: Pearson.

Fetler, M. (2001). Student mathematical achievement test scores, dropout rates and teacher characteristics. Teacher Education Quarterly, 28(1), 151-168.

Greenberg, M., Weissberg, R., O Brien, M., Zins, J., Fredericks, L., & Resnik, H., (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6/7), 466-474.

Greenwald, D. W., Hedges, L. V., & Laine, R. D. (1996). The effect of school resources on student achievement. Review of Educational Research, 66(1), 361-396.

Guarino, C. M., Hamilton, L. S., Lockwood, J. R., & Rathbun, A. H. (2006).Teacher quality, instructional practices and reading and maths gains of kindergarten. United States Department of Kindergarten.

Harter, S. (2006).The self.In W. Damon, R.M. Lerner & N. Eisenberd. Handbook of Child Psychology (pp. 553-617). New Jersey: Wiley.

Humphrey, N., Kalambouka, A., Wigglesworth, M., Lendrum, A., Lennie, C., & Farrel, P. (2010). New beginnings: Evaluation of a short social-emotional intervention for primary-aged children. Educational Psychology, 30(5), 513-532.

Jesper, G., & Rivkin, S. G.(2002). Teacher experience and children’s performance. Education Next, 2(2), 55-58.

Jones, M. S., & Bouffard, S. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4), 25-30.

Joseph, E.G., & Strain, S.P. (2003). Comprehensive evidence based socio-emotional curricula for young children: An analysis of efficacious adoption potential. Teacher Education Curriculum Studies, 23(2), 65-76.

Kothari, C. R., (2004). Research Methodology –Methods and Techniques, 2nd Ed., New Age International (P) Ltd., New Delhi.

Landry, H. S. (2005). Effective early childhood programs: Turning knowledge into action. Houston: University of Texas.

Munoz, M. A., & Chang, F. C. (2005). The elusive relationships between teacher characteristics and student academic growth: A longitudinal multilevel model for change. Journal of Personnel in Education, 20(1), 147-164.

Nye, B., Hedges, V. L., & Konstantopoulos, S. (2000). The effects of small classes on academic achievement: Results of the Tennessee class size experiment. American Educational Research Journal, 37(1), 123-151.

Onwuegbuzie, A.J., & Leech, N.L. (2004). Enhancing interpretation of significant findings: The role of mixed methods research. The Qualitative Report, 9(4), 770-792.

Organization for Economic Cooperation and Development. (2012). Starting strong III: A quality toolbox for early childhood education and care. Paris: OECD.

Podell, M. D., & Tournaki, N. (2007). General and Special educators’ predictions of student success as a function of learner characteristics and teacher experience. Teacher Education and Special Education, 30(4), 249-263.

Raosoft (2004). Raosoft sample size calculator. Raosoft, Inc. Seattle, Retrieved from http://www.raosoft.com/samplesize.html.

Razza, A., Bergen, D., & Raymond, K. (2015). Effectiveness of yoga intervention in promoting children’s self-regulation. Journal of Psychopathology and Behavioural Assessment, 24(2), 372-385.

Republic of Kenya (2012). Education for all: End decade assessment (2001-2010). Nairobi: Ministry of Education and UNESCO.

Rivkin, G. S., Hanushek, A. E., & Kain, J. (2005). Teachers, schools and academic achievement. Econometrics, 73(2), 417-458.

Serem, D., Boit, J.M., & Wanyama, M.N. (2013). Understanding research: A simplified form. Eldoret: Utafiti foundation.

Shanker, S. (2014). Broader measures of success: Socio/Emotional learning. In Measuring what matters, People for education. Toronto: November 8, 2014.

Stronge, H. J., Ward, J. T., & Grant, L. (2011). What makes good teachers good? A cross analysis of connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339-355.

Thao, D.P., & Boyd, W.A. (2014). Renovating early childhood education pedagogy: A case study in Vietnam. International Journal of Early Years Education, 22(2), 194-196.

Wang, I., Chai, C. S., & Haron, S. J. (2016). Exploring the impact of teacher experience on questioning techniques in a knowledge building classroom. Journal of Computers in Education, 1-6.

Wayne, A. J., & Young, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122.



How to Cite

Elizabeth Akinyi Owino, HEZBORN NELLY KODERO, & ROSE RUTO KORIR. (2017). EFFECT OF PRESCHOOL TEACHERS EXPERIENCE ON STRATEGIES TO SCAFFOLD SOCIOEMOTIONAL COMPETENCE AMONG PRESCHOOL CHILDREN. Kabarak Journal of Research & Innovation, 5(1), 56–66. https://doi.org/10.58216/kjri.v5i1.47

Similar Articles

1 2 3 > >> 

You may also start an advanced similarity search for this article.