Children’s early years are crucial for shaping their self-concept—a cornerstone of their well-being and self-confidence. For Dr. Wilfridah (Winnie) Mucherah, a professor in the Department of Educational Psychology, this truth is the driving force behind her current research on preschool children’s perceptions of self and color preferences in Kenya.

“Children’s self-concept develops primarily through interactions with people in their environments,” Dr. Mucherah explains. “The ways they view and feel about themselves influence their overall feelings of well-being and self-confidence.”

Breaking New Ground in Early Childhood Research

Dr. Mucherah’s work focuses on understanding how young children perceive themselves and how these perceptions intertwine with their preferences for color. This vital research highlights the pivotal role that interactions in early environments play in shaping children’s sense of self.

This research has already gained traction in the academic world, with two proposals accepted for presentation, one at the Society for Research in Child Development (SRCD) in May in Minneapolis, Minnesota, and a second at the World Conference on Transformative Education (WCTE) in July in South Africa. Additionally, Dr. Mucherah is in the process of completing a manuscript, scheduled for submission in January.

Overcoming Challenges and Driving Change

Conducting research abroad comes with its challenges. For Dr. Mucherah, time constraints during her summer data collection in Kenya proved to be a hurdle, as she worked to coordinate focus group discussions and interviews with teachers, students, and caregivers.

Despite these challenges, her vision remains clear: fostering awareness and change among early childhood educators.

“Since children’s sense of self develops through interactions with people in their environment, it is critical for teachers to be aware of their role in this process,” Dr. Mucherah emphasizes.

She hopes that her research will encourage teachers to:

  • Re-evaluate instructional materials, textbooks, and story characters to ensure diverse and inclusive representation.
  • Reflect on the use of “color-related terms” in social contexts, exploring what meanings are associated with terms like “white” or “black.”

Collaboration and Joy in the Process

Dr. Mucherah credits much of the success of her research to the collaboration with three graduate students—Kimberly Brown, Allexus Bain, and Kelsey Collins.

“These students were instrumental in conducting the literature review, designing research instruments, and data entry. They brought perspectives I might not have thought about,” she notes.

Although the students couldn’t accompany her to Kenya, their contributions were invaluable in shaping the research.

On a personal note, Dr. Mucherah found immense joy in working with early childhood teachers and students in Kenya.

“I didn’t realize how rewarding and fulfilling it is to work with early childhood students. They are great teachers!” she reflects.

Looking Ahead

Dr. Mucherah’s work stands as a testament to the power of research in driving meaningful change in education. By exploring the foundational years of a child’s development, she hopes to inspire a new generation of educators to nurture self-confidence and inclusivity in their classrooms.