摘要：Young Chidren are the sole consumers of the Early Childhood Development and Education (ECDE) Curriculum implemented. The state of children and the care given to them determine the level of Curriculum implemented. Although the Kenya Education Sector Support Program (KESSP)has tried to provide free material and facilities to ECDE centres and the Government of Kenya training many teachers to enhance ECDE. Public confidence in it is still in question as primary schools doubt the preparedness of children promoted from ECDE. Factors leading to this situation are unknown. The purpose of this study was to establish child based factors influencing implementation of ECDE Curriculum. The study involved 65 ECDE teachers drawn from 32 ECDE centres in Emuhaya District, Kenya selected by simple random technique. It employed descriptive survey design. Data was collected by questionnaire. The study found out that Learners with special needs were not given a special attention instead, they were just taught together with the ‘normal’ children in the same classroom since ECDE teachers lacked training in special needs education for handling children with various special needs. The study recommends that teachers should be trained to handle children with different special needs. Special units for children with special needs should be set up in all ECDE Centres.
