Abstract: The study aimed to explore the influence of gestational age on a child’s learning style in Nanyuki International School. The study focused on the specific learning styles adopted by children between ages 2 - 13 born preterm, full-term, and post-term, and how these styles differ and correlate within these gestational ages, with a focus on children at Braeburn Nanyuki International School in Kenya. It was guided by the following research questions: What are the preferred learning styles of learners at Braeburn Nanyuki International School? The study was anchored on Howard Gardner’s Multiple Intelligence theory. It employed a mixed-methods research design and specifically utilised the convergent parallel approach combining the phenomenology and cross-sectional design. The target population for this study included 238 children attending Braeburn Nanyuki International School in Kenya, whose age range is between 2 -13 years as well as their 12 teachers and 168 parents. This study utilised both stratified random sampling and purposive sampling technique with a 10% sample size which was 24 children with 8 from every gestational age. Data was collected using an observation guide, VARK model questionnaire and interview guide. The reliability of the instruments was determined using the Cronbach’s alpha coefficient for the standardised VARK questionnaire whilst triangulation, member checking and peer review were used for interview guides. Data collected using qualitative approach was analysed using thematic analysis whereas quantitative data was analysed using descriptive statistics. Ethical issues in this study were addressed by seeking the appropriate approvals before carrying out the study. The findings of this study revealed that learners had a preference in a variety of learning styles with kinaesthetic and visual learning as the most significant styles. It was evident that the gestational ages of learners influenced both their cognitive and behavioural abilities. The children born preterm and post-term displayed the need for early intervention to aid them develop a variety of preferred learning styles. The research concluded that a child’s preferred learning styles were influenced by both the cognitive and behavioural outcomes that were shaped by their distinctive gestational ages. The study recommended that teachers should employ adaptive teaching by offering learners with a range of teaching styles to cater for every child’s individual learning preference needs. 

Keyword: Gestational Age, Learning Styles, Children age, Cognitive Development, Visual, Kinaesthetic, Auditory