WHDL - 00011780
WHDL - 00011780
Children learn about politics from early years forming affiliations to political parties. Kenyan politics have been known to divide people ethnically leading to political tensions, and this has an effect on children. In 2013 and 2017, children were observed to closely follow political issues and hold strong views regarding political candidates. This study sought to investigate how children’s political awareness, affiliation and participation affect their interpersonal relationships. The study used Albert Bandura’s theory to explain how socialization impacts children’s learning; Henri Tajfel and John Turner’s theory of social identity to discuss interpersonal relationships; and Urie Bronfenbrenner’s ecological system’s theory to explain environmental influences on children’s political awareness, affiliation and interpersonal relationships. The interplay among independent variables: children’s political awareness; political affiliation and political participation affect the dependent variable: children’s interpersonal relationships. This outcome was influenced by intervening variables: child’s age, gender, teachers, media, parents, religion, educational level and tribe. A mixed methods design was adopted and multi-stage sampling used to select 363children aged eight to thirteen years out of a population of 4368. Data from children was collected using questionnaires uploaded onto Online Data Kit (ODK) and focus group discussions (FGDs), while key informant interviews (KII) were used to collect data from purposively selected teachers. SPSS version 24 and NVIVO 10 were used for data analysis. Results revealed that children are aware of politics. They get political information from electronic and print media, parents, friends, teachers and political rallies. Religious institutions were least contributors to children’s political awareness. Most children had no party affiliation, but some had preferred political parties. A positive relationship was established between children’s political awareness and political affiliation. Findings also revealed that children participate in political activities however, most do at manipulation and decoration levels, which is non-participation. Children’s political affiliation had a direct effect on their interpersonal relationships as some expressed hostility, mistrust and ethnocentrism towards friends. Finally, political outcomes in Kenya affect children at all domains of development. This study recommends that teachers, parents, government agencies and religious institutions provide appropriate political information to children, model good citizenship, teach values that promote inclusive relationships and offer psychosocial support to children who are affected by political outcomes.
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This collection contains the dissertations completed in partial fulfillment of the Degree PhD in Holistic Child Development, and PhD in Transformational Learning at Asia-Pacific Nazarene Theological Seminary in partnership with Asia Graduate School of Theology.
This collection contains the dissertations of our graduates that fulfilled the degree of Doctor of Philosophy in Holistic Child Development at Asia-Pacific Nazarene Theological Seminary. The program is designed for those preparing to be equipped in leadership, teachers of children, practitioners, and pastors, so that they will have the gifts, skills, and capacity to care holistically for children inside and outside the church.