Browsing by Author "Ndijuye, Laurent"

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    Experience-based school principals’ perspectives on the development of and roles of social relationships on Tanzania’s pre-primary school children’s learning
    (Türkiye Okul Öncesi Eğitimini Geliştirme Derneği, 2018) Basil, Pambas Tandika; Ndijuye, Laurent
    This paper investigated the perceived role of the social relationships in the pre-primary school children’s learning. It basically focused primary school principals’ perspectives on the social relationship among pre-primary children and in relation to the school community. To achieve the study purpose, four specific objectives guided the study that engaged 12 school principals in Mbozi district in Mbeya region through the use of purposive sampling strategy. Informed by the phenomenographic research design, a semi-structured interview was used to collect data from the school principals using face-to-face conversations that lasted for 30 - 50 minutes. The analysis followed the three conceptual tasks and revealed that school principal’s conceptions about a child’s social relationship staved off the development of unacceptable manner made possible through collaboration between family members (parents) and other community members. Cooperation and respecting child’s needs are the two essential elements of positive teacher-child and child-child relationships. Importantly, teaching children to be cooperative and respect one another and adults help in strengthening the social relationship in society.
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    School readiness and home environments: comparison study of naturalized citizens and majority groups in Tanzania
    (Routledge, 2022) Ndijuye, Laurent; Tandika, Pambas Basil
    For more than six decades, Tanzania has been hosting more than three million refugees, of whom more than 300,000 have been naturalized as citizens. Traditionally, there have been learning and developmental disparities between children from refugee back-grounds and those from local majority communities. This study compared the school preparedness of children from self-settled and in-settlement naturalized citizens with that of children from urban and rural majority groups in Tanzania. Four hundred pre- primary children, aged between 57 and 68 months, were randomly selected to undertake a contextualized version of the Bracken’s Basic Concept Scale-Receptive. Further, 120 parents were recruited – 30 from each community group. Findings indicated that children of self-settled naturalized citizens were as well pre-pared as urban children and substantially more than of those from the rural majority group. Parents’ practices, beliefs and expectations were possible factors in the better school readiness of children from this group. Parents from this group considered education for their children as essential for upward social mobility. These findings draw attention to the importance of the developmental and learning potential of children from minority and disadvantaged groups.