Abstract:
The study set out to study the influence of Child-headed family formations on the development of
interpersonal relations among the pre-school learners in Musengo zone, in Kitui West Sub-County,
Kitui County in Kenya. Families, ECDE institutions, and the community at large, provide conducive
environment which necessitate acquisition of interpersonal skills and social competencies among the
pre-school learners of Musengo zone. In Kitui West Sub-county, Kitui County, Kenya. This paper
provides a broad review in understanding on the importance intervention of key stakeholders namely
the peers, siblings, parents, community members and teachers on the development of social skills
aspects of the pre-school learners. The study employed descriptive survey design to gather
information, summarize, present and interpret the results for the purpose of clarification. Purposive
sampling technique was used to select ECDE teachers and other key informants while questionnaires,
interview guides and observation schedules were used in data collection. Data collected was analyzed
using the statistical package for social sciences (SPSS). The study targeted a population of 906
respondents comprising of 25 headteachers, 56 ECDE teachers, 25 parent representatives and 800
ECDE learners.A sample size of 145 respondents constituting 5 headteachers, 15 ECDE teachers, 5
parents representatives, and 120 ECDE learners. Data was presented by use of frequency distribution
tables. The study established that there is a significant relationship between child-headed family
formations and the development of interpersonal relations among pre-school learners. The researcher
concluded that the government and all strategic partners should objectively support the orphaned and
vulnerable children and mentor them so that they developinterpersonal. The study findings will be of
great importance and relevance to ECDE teachers, Non governmental organizations, curriculum
developers and administrators.
