Family Influence on Children’s Social Learning Behaviour Among Pre-School Learners in Likuyani Sub County, Kakamega County, Kenya

Children’s social learning behaviour in early childhood education is strongly influenced by family social structure, socio-economic status, and parental education. In Kenya, economic constraints and low parental education levels limit active involvement in early childhood learning, affecting children’s ability to develop essential social behaviours. The purpose of this study is to examine the Influence of family background on children’s social learning behaviour in early childhood education centres in Likuyani sub county, Kakamega County. The study was guided by the following specific objectives: To examine the influence of family social structure on children’s social learning behaviour in early childhood education centers in Likuyani Sub County, to analyze the influence of family socio-economic status on children’s social learning behaviour in early childhood education centers in Likuyani Sub County and to assess the role of parental level of education in shaping children’s social learning behavior in early childhood education centers in Likuyani Sub County. This study was guided by Albert Bandura’s Social Learning Theory and Lev Vygotsky’s Sociocultural Theory. The study utilized a descriptive research design. This study was conducted in Likuyani Sub-County, one of the twelve sub-counties in Kakamega County, Kenya. The target population comprises ECDE teachers, and ECD learners within Kakamega County. The sample size was determined using Lakens formular of 30% of the study population. A combination of stratified random sampling and purposive sampling was employed. Content validity was ensured through expert reviews by educational professionals and pre-testing of instruments during the pilot study. Reliability was assessed using the test-retest method during the pilot study. Data was analyzed using quantitative methods to provide a comprehensive understanding of the research findings. Quantitative data from structured questionnaires was coded and entered into the Statistical Package for Social Sciences (SPSS) for analysis. Descriptive statistics such as frequencies, percentages, means, and standard deviations were used to summarize key study variables. Inferential statistics, including correlation and regression analysis, was applied to examine the relationships between family influence factors and children’s social learning behavior. Data was presented using tables, graphs and charts. The study found that family structure significantly influenced children’s social learning behavior. For the statement “The family structure positively influences the child’s ability to interact with peers,” 30.0% of respondents strongly agreed (SA), 40.0% agreed (A), 15.0% were neutral (N), 10.0% disagreed (D), and 5.0% strongly disagreed (SD), resulting in a mean score of 3.75. The socio-economic status played a crucial role in children’s social learning behavior. For the statement “Children from employed economic backgrounds demonstrate stronger peer interactions in school,” 25.0% of respondents strongly agreed (SA), 47.4% agreed (A), 15.0% were neutral (N), 9.6% disagreed (D), and 3.0% strongly disagreed (SD), yielding a mean score of 3.49 for the influence of socio-economic status on peer relationships. The parental education positively influenced children’s social learning behavior. For the statement “Children from more educated families show better communication skills in school,” 27.1% of respondents strongly agreed (SA), 41.5% agreed (A), 17.8% were neutral (N), 10.0% disagreed (D), and 3.6% strongly disagreed (SD), resulting in a mean score of 3.55 for the effect of parental education on children’s communication skills. The study recommended that educators, policymakers, and caregivers develop targeted support programs to encourage parental involvement and improve economic conditions. This would help improve children’s social learning outcomes and provide equal educational opportunities for all children. The study concluded that family-related factors, including structure, socio-economic status, and parental involvement, play a significant role in shaping children’s social learning behavior, with stable family environments fostering better social interactions and emotional regulation in early childhood education settings.