TCU – Kitabu cha Muongozo wa Kuchagua Kozi | Admission Guidebook for Bachelor’s Degree 2026/2027

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The Child Is Recognised As The “Focal Point” Of The Educative Process.

All other interests and considerations are subservient to this basic premise. For example, it is not a case of the child fitting the curriculum but rather the curriculum being designed, modified or adapted to fit the child. We must address this challenge if we are to give credence to the belief that we should attune our schools to fully cater for the needs, interests and abilities of individual students.

However, some contemporary psychologists give little support to the idea that there are general modes of thought particular to each stage. They consider that several types of evidence indicate that children do not go through general stages of development. This evidence includes the unevenness in children’s development, (e.g., in successfully completing various types of ‘conservation’ task); the existence of child prodigies with very advanced abilities in a particular domain (such as mathematics); and emerging evidence that familiarity with specific context and background knowledge are key factors in successful learning. Rather, these psychologists argue, children develop a sophisticated repertoire of task-specific (or domain-specific) skills and strategies on the basis of “associations” among many similar or related experiences. In effect this is a form of complex “behaviourism”, which is the way we adapt to our environment. Some researchers argue that genetic pre-specification of domain-specific learning is too limited a concept to explain the flexibility of people’s actual learning behaviour within a domain. Karmiloff-Smith (1992) suggests that, rather than predetermined “modules”, there are innate predispositions which permit learners to develop better adapted domain-related “learning modules”, along constructivist lines.

The Principal And Teachers Are Thoroughly Conversant With Modern Developments In Education And Modify And Adapt Their Approaches Accordingly.

A good school is never allowed to “stagnate”. Its administrators and teachers remain forever conscious of the need for “professional revitalisation”. They don’t succumb to that crippling, debilitating disease known as “RUTualisation”. They are continually obsessed with improvement – doing things differently – doing things better!