The Influence of Blended family Structures on Socio-emotional Development of Pre-priamry School Learners in Ganze Sub-county, Kilifi County, Kenya

Abstract

Families provide a conducive environment that necessitates the acquisition of self-esteem, self-confidence, and self-efficacy amongst learners in pre-primary schools. However, pre-primary school learners have manifested and continue to manifest instances of low self-esteem, low self-confidence, and self-efficacy levels. This study sought to assess the influence of contemporary blended family structures on the socio-emotional development of pre-primary school learners. The study was guided by the family systems theory. The study adopted a mixed methodology and thus applied concurrent triangulation research design. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis in Statistical Packages for Social Sciences (SPSS 23) and presented using tables. The study established that pre-primary school learners manifest instances of low self-esteem, low self-confidence and low self-efficacy. The study also established that there are different dimensions of blended family structures that influence socio-emotional development, that is, self-esteem, self-confidence, and self-efficacy, of pre-primary school learners. Thus, the study recommends that parents who are in blended family structures should adopt the mechanism of enhancing the socio-emotional development of their children. The government and other stakeholders should provide necessary support meant to help such families improve the socio-emotional development of their children. Government agencies should create funds and kitties meant for the upkeep of children who are orphans and vulnerable.