Abstract
Education is an important factor in improving children's social and economic development all around the world. Despite the number of developing nations providing universal primary education, the quality of such education remains a concern that must be addressed. Therefore, the purpose of this study was to evaluate the influence of teachers’ perception of child-friendly school environment in public ECDE Centres in Uasin-Gishu County. The study was underpinned by the Reggio Emilia philosophy of early childhood education. The study adopted a pragmatic paradigm utilising both qualitative and quantitative methods. The study used simple random sampling to select ECDE teachers. A purposive sampling technique was used to select head-teachers and QASO officers. The tools that were used in this study were questionnaires and an interview guide. Qualitative data from interviews were analyzed thematically. Data from questionnaires were analyzed using both descriptive and inferential statistical methods. The findings showed teachers' perceptions were positively and significantly associated with a child-friendly learning environment (r =.459, n = 271, p 0.00), indicating that teachers' perceptions influenced the child-friendly school environment by 45.9%. The study concluded that teachers had a positive attitude towards teaching and pupils while some teachers had negative attitudes towards their learners. Teacher’s attitude affects the learning environment of pre-school children. A teacher's classroom activities influence their children's learning, and a motivated teacher is one who feels satisfied with his or her job. The study recommends teachers be provided with resources to support their implementation of child-friendly practices. This could include materials such as books, games, and activities that are appropriate for young children. Also provide teachers with professional development opportunities such as workshops or seminars on cognitive-behavioral strategies to help them recognize and address negative perceptions among learners. The study suggests research analyzing the effect of teacher operational dynamics on service delivery in ECDE Centres to be pursued to determine options in all the counties in Kenya.