Parents’ involvement in supporting literacy skills development to pre-primary school children in Tanzania.

Machumu, Jose S. M.

dc.creator	Machumu, Jose S. M.
dc.date	2020-02-03T06:24:59Z
dc.date	2020-02-03T06:24:59Z
dc.date	2019
dc.date.accessioned	2022-10-20T14:15:48Z
dc.date.available	2022-10-20T14:15:48Z
dc.identifier	Machumu, J. S. M. (2019). Parents’ involvement in supporting literacy skills development to pre-primary school children in Tanzania (Master's Dissertation). The University of Dodoma, Dodoma.
dc.identifier	http://hdl.handle.net/20.500.12661/1911
dc.identifier.uri	http://hdl.handle.net/20.500.12661/1911
dc.description	Dissertation (MA Education)
dc.description	This study investigated parents’ involvement in supporting literacy skills development to pre-primary school children in Tanzania. The study employed Epstein’s Theory of Parental Involvement. The study was conducted in Butiama district in Mara region, involving 32 parents: 19 males and 13 females. It employed purposive and snowball sampling techniques to obtain respondents. Furthermore, the study employed case study research design in which participatory observation and unstructured interview were used to obtain the data. The findings were analyzed thematically, resulting into different sub-themes that were used to address the objectives of this study. The study results revealed that parents had contributions that were supporting literacy skills development and academic success to pre-primary school pupils. Such contributions are such as buying learning and playing materials, supporting school children’s homework at home and attending school-parent meetings. It was also revealed that the availability of learning materials, such as reading and drawing materials, supported the literacy skills development to pre-primary school pupils. It was again found that there were some barriers that denied the parents to the opportunity to involve in supporting literacy skills development to preprimary school pupils. Such barriers are such as economic activities, parent level of education, parent limited literacy skills and resources. The study recommended that parents should be educated by the school administration on the importance of literacy to their children so that they can support their children when at home, also the MoEVT and Butiama district council should increase teaching/ learning facilities supplies supplied in pre-primary schools of the study location in order to improve literacy performance.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Literacy skills
dc.subject	Pre-primary school
dc.subject	School children
dc.subject	Skills development
dc.subject	Parents’ involvement
dc.subject	Parents’ support
dc.subject	Parental Involvement
dc.subject	Parent-children relations
dc.subject	Butiama
dc.subject	Playing materials
dc.subject	Drawing materials
dc.subject	Cognitive abilities
dc.title	Parents’ involvement in supporting literacy skills development to pre-primary school children in Tanzania.
dc.type	Dissertation