Parents as facilitators of literacy development during early childhood in Tanzania
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Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Dodoma
Abstract
Literacy is more than reading and writing, it includes how we communicate in
society, social practices and relationships, knowledge, language and culture. Thus,
this study was proposed to explore the contribution of parents as facilitators of
literacy development during the early childhood in Tanzania. Specifically, the study
examined the contributions of parents on literacy learning of their children during
early childhood; identified the strategies used by parents to facilitate the
development of early childhood literacy learning; assessed the factors that hinder
parents to facilitate literacy learning among their children during early childhood.
A purposive sampling technique was used to obtain 80 participants (male parents 30
and female parents 50) from Nyamagana District in Tanzania through purposive
sampling. Data were collected through qualitative procedures framed under the
social cultural theory. Thus, data were collected through observation, semi structured
interviews and Focus Group Discussion (FGD).
This study revealed that parents participate in the early childhood literacy learning
though there are multiple challenges which, in one way or another, affect the quality
of their participation in childhood literacy learning by children. Further, it was
revealed that parents participate in early childhood literacy through different ways,
including verbal instructions, interaction with the environment, facilitating peer
interaction, watching TV programmes, storytelling, songs and language learning.
However, their participation is affected by the limited time, ignorance, financial
status, gender stereotype, traditional beliefs and other responsibilities.
Based on these findings, it was concluded that parent‘s contributions in early
childhood literacy learning are very important in bringing up their children to their
education; it lays a foundation for the future educational development of the
children. It was finally recommended that parents should be well informed about
their roles as key stakeholders in bringing up children to their education through
early childhood literacy learning.
Description
Dissertation (MA Education)
Keywords
Literacy, literacy development, Tanzania, Early childhood, Facilitators, Parents
Citation
Shinda, V.A. (2016). Parents as facilitators of literacy development during early childhood in Tanzania. Dodoma: The University of Dodoma.