An Evaluation of Nurturing Care Framework Training Program for Pre-School Child Caregivers: A Case of Selected Primary Schools in Ugunja Sub County, Siaya County, Kenya

Abstract

Early Childhood Development (ECD) is a crucial area of interest locally and internationally for sustainable development. The World Health Organization (WHO) recognizes and provided guidelines for caregiving and early learning to enable optimal child development with emphasis on importance of nurturing care. Research shows that early childhood development is significantly influenced by healthy, nurturing interactions between caregivers and children. However, in low-income countries, these interactions are often hindered by inadequate resources. This study aims to evaluation outcomes of nurturing care framework training program for pre-school child caregivers: a case of selected primary schools in Ugunja Sub County, Siaya County, Kenya. It specifically seeks to assess the effectiveness of the training program in promoting holistic child development among pre-school children. The objectives of the study are; to determine the aspects of nurturing care covered by caregivers during their training programme on promoting holistic child; to assess the effects of the nurturing care training programme on caregivers of pre-school children; and to establish the challenges faced by caregivers of pre-school children in applying knowledge and skills acquired from the nurturing care programme in Ugunja Sub County, Siaya County, Kenya. The study was be anchored on social learning theory, socio-cultural theory and attachment theory, providing a theoretical foundation for understanding caregiver-child interactions. The study population consist of 30 pre-schools in Ugunja Sub County, with a target population of approximately 1,000 caregivers who completed the Nurturing Care Framework training program. A case study research design was employed, using non-probability sampling methods to select a sample of 100 caregivers and 5 Key Informants, ensuring a comprehensive understanding of the training’s outcomes. The collected data was analysed using SPSS software, with results presented in tables and charts. The findings of this study was provided using insights into the effectiveness of the Nurturing Care Framework training in enhancing caregiver’s skills and knowledge, thereby promoting holistic child development in pre-school settings. Moreover, the study identified gaps and challenges in the application of the training, which could informs policy and programmatic responses to address specific developmental needs during sensitive periods in early childhood. Ultimately, the study may influence the demand for nurturing care services and guide the formulation of policies that enhance the quality of early childhood development in pre-schools.