Principal Doris Kwambo of Little Paddy Academy in Kileshwa has underscored the value of structured daycare and play-based learning for young children, saying early childhood environments should nurture curiosity, exploration, and social growth from the age of one while laying a strong foundation for future learning.
Speaking on Friday, the principal explained that the academy provides daycare for children from age one, playgroup classes for those aged two to three, and pre-primary education for children aged three to five under the British curriculum. She noted that the early years are critical for shaping a child’s development and that learning during this period should focus on exploration and guided interaction.
“Daycare is not merely a substitute for parental care but a carefully designed environment where children experience learning and exploration beyond the home,” Principal Kwambo said.
At the academy, children participate in a range of supervised activities designed to encourage physical development, creativity, and social interaction. These include outdoor play, gardening, and engaging with animals such as rabbits, which help children learn through hands-on experiences while building confidence and communication skills.
Kwambo said the school carefully selects its staff to ensure children are surrounded by professionals who bring positivity, integrity, and commitment to their work. According to her, a supportive environment where caregivers are attentive and enthusiastic allows children to feel safe, happy, and eager to learn.
The academy places strong emphasis on play-based learning, which recognises that young children develop best through exploration and interaction rather than rigid instruction.
“Let’s talk about terrific twos. The children are exploring. They may cry, shout, or grab toys, but these are all signs of learning,” she said.
She explained that the school balances structure and freedom by allowing children to enjoy supervised play while also learning basic life skills that prepare them for the next stage of education.
Beyond early childhood education, Kwambo also addressed the broader transformation taking place in Kenya’s education system. The country has moved from the 8-4-4 system to the Competency-Based Curriculum, which focuses on skills development and project-based assessments instead of relying mainly on examinations.
Despite the reforms, she said many parents still have limited understanding of the changes and their purpose.
“When we were rolling out the new curriculum, parents were not fully aware, and public awareness campaigns are essential,” she said.
Kwambo said lessons can be drawn from international experiences in managing education reforms. She pointed to Estonia as an example of a country that implemented curriculum changes gradually and carefully over several years.
“Kenya’s population of 60 million makes change more complex, requiring time, multi-sector coordination, and public engagement,” she said.
She added that education reforms should be linked to national priorities, with the aim of preparing young people to become responsible citizens who understand their role in society and are capable of meeting both local and global expectations.
Kwambo noted that private schools have an important role to play alongside government institutions. According to her, they help fill gaps within the education system by offering alternative curricula, continuity from early learning through junior high school, and flexible approaches that respond to the needs of different learners.
“The private sector helps fill gaps, whether in high-end international schools or small community initiatives. All these schools provide a service that complements what the government owes its citizens,” she said.
She also highlighted the importance of integrity and dedication among educators, noting that children quickly sense the attitude and energy of those caring for them.
“Children can gauge positive energy from caregivers. No task is too small if you have commitment and love for the children,” she noted.
Kwambo said schools like Little Paddy Academy aim to make learning engaging and supportive even when parents are busy or unable to assist with projects at home.
Her broader vision for education in Kenya, she explained, goes beyond academic performance and examinations.
“Education is not just about exams. It is about preparing citizens who understand their role in society and can meet national and global expectations,” she said.
Kwambo called for stronger public awareness, broader participation, and collaboration among different sectors to ensure education reforms are understood and effectively implemented.
Through supervised early childhood care, play-based learning, and a focus on modern curriculum approaches, she said institutions such as Little Paddy Academy demonstrate how private schools can support the country’s education goals and contribute to nurturing confident, capable, and globally aware citizens.
