Role of Teacher Instructional Strategies in Letter Knowledge and Writing Skills among PP2 Preschool Learners in Starehe Sub-County, Nairobi

Abstract

Letter knowledge forms a critical foundation for literacy development in early childhood education. Despite its importance, there is limited research on how teacher support—particularly instructional strategies—impacts the writing abilities of preschool learners in Starehe Sub-County, Nairobi Kenya. This study explores the relationship between teaching approaches and early writing development among PP2 learners across government and private pre-schools. Grounded in Vygotsky’s Sociocultural Theory, Gardner’s Theory of Multiple Intelligences, Bronfenbrenner’s Ecological Systems Theory, and Constructivist Learning Theory, the research highlights the role of social interaction, environmental context, and differentiated instruction in shaping children’s early literacy skills. A quasi-experimental design was employed, with participants including preschool learners, teachers, and school administrators. Stratified random sampling was used to select schools, and data were collected through classroom document analysis, questionnaires, and key informant interviews. Descriptive and inferential statistics were used to assess data validity and reliability. Ethical considerations such as informed consent and confidentiality were strictly observed. Although findings are forthcoming, this study is expected to offer valuable insights for educators, curriculum developers, and policymakers seeking to enhance early writing instruction. It aims to inform effective literacy practices and policy decisions that support improved outcomes in early childhood education.