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Parents as facilitators of literacy development during early childhood in Tanzania

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dc.creator Shinda, Vincent A
dc.date 2019-08-18T11:20:20Z
dc.date 2019-08-18T11:20:20Z
dc.date 2016
dc.date.accessioned 2019-12-06T12:20:04Z
dc.date.available 2019-12-06T12:20:04Z
dc.identifier Shinda, V.A. (2016). Parents as facilitators of literacy development during early childhood in Tanzania. Dodoma: The University of Dodoma.
dc.identifier http://hdl.handle.net/123456789/800
dc.identifier.uri http://hdl.handle.net/123456789/15582
dc.description Dissertation (MA Education)
dc.description 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.
dc.language en
dc.publisher The University of Dodoma
dc.subject Literacy
dc.subject literacy development
dc.subject Tanzania
dc.subject Early childhood
dc.subject Facilitators
dc.subject Parents
dc.title Parents as facilitators of literacy development during early childhood in Tanzania
dc.type Dissertation


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