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This study examined parents and teachers‟ strategies of guidance for socio-emotional
behaviours among preschool children, using Moshi Rural District as the case study.
The study deployed a case study design where the qualitative approach was used with
some elements of quantitative approach. Underpinned by the Life Mission Theory IV,
Social Cultural Learning Theory and Adlerian Theory of Behaviour, the study involved
41 informants who were 7 head teachers, 17 parents and 17 preschool teachers, all were
selected using purposive random sampling strategy. Data were collected through FGD,
semi-structured interviews and documentary review and were analyzed by using
Transcendal analysis plan by Miles and Huberman (1994).
The study found that the most valued socio-emotional behaviours were attention,
respect, obedience and learning. To most of teachers, learning results from other socioemotional
behaviours while to majority of parents, learning is more important than
other socio-emotional behaviours. Also, strategies used to guide expected behaviours
include teaching children required skills and behaviours, unconditional positive regard,
punishment, reinforcement, redirecting, prohibiting, modeling and discussion.
However, guidance of expected socio emotional behaviours faces challenges such as
influence of living environment, media and means of communication, individual
behaviours, family and parenting style, lack of parental and societal awareness and
school learning environmental factors.
The study recommends that efforts should be given on the guidance of preschool
children‟s socio-emotional behaviours during early childhood rather than putting much
effort on solving their problems of moral decays and bad behaviours during adulthood. |
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