Early Childhood Education Programmes and School Readiness in Nairobi Slums: A Comparative Study Over Two Years

Early childhood education (ECE) programmes in Nairobi slums are increasingly recognised for their potential to enhance school readiness among young children. However, there is a need for longitudinal studies that track programme impacts over time. The study employed mixed-methods research, including quantitative assessments and qualitative interviews with parents and educators. Data was collected from randomly selected schools across three Nairobi slums over two academic years. Early intervention through ECE programmes significantly improved children's readiness for primary school in terms of social skills (85% improvement) and literacy levels (70% improvement), as measured by standardised tests conducted at the end of Year 1 and Year 2. Parents reported higher engagement with their child's education post-participation. The findings suggest that sustained support from ECE programmes can positively impact school readiness outcomes, particularly in socioeconomically disadvantaged communities. Investments in comprehensive early childhood education should be prioritised to maximise educational success and social mobility for children in Nairobi slums. Policymakers should consider scaling up successful interventions and integrating them into existing public services. Early Childhood Education, School Readiness, Nairobi Slums, Longitudinal Study