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This study assessed the learning environment for emergent literacy development among pre-primary pupils in Tanzania, taking the case of Temeke District in Dar-es Salaam. The study sought to investigate the passive benefits of interactive strategies, teachers’ professional competence, parents’ activities and inhibitive factors that teachers and parents face when supporting emergent literacy skills. The study employed a descriptive case design coupled with the qualitative approach to describe the phenomena and real-life context. A maximum variation was engaged to select a sample of the quality assurers, ward educational officer, head teachers, pre-primary teachers and parents with pre-primary pupils. Saturation was used to get the sample size of this study which made a total of forty participants who were engaged in the study. Data were collected through observations, semi-structured interviews, focus group discussions, documentary reviews, and interviews. Thereafter, thematic analysis was done to reach conclusions depending on themes and result in the emergence of different sub-themes. The study was guided by two theoretical frameworks; namely the Ecological Systems Theory by Bronfenbrenner and the Socio-Cultural Theory by Vygotsky. The analysis of the data obtained revealed that teachers who use interactive strategies create curiosity, confidence, and independent learning among students. Further analysis revealed that most teachers who teach pre primary pupils have no exposure to professional development in teaching pre primary school pupils. Most parents also have no access to print materials and, thus, did not engage in reading and writing at home for developing Emergent Literacy Skills in their children. Based on these findings, teachers are recommended to add effort in finding more relevant materials and develop interactive strategies to promote further development literacy among pre-primary children. Also, parents should be involved in projects and workshops to enable contribute to understanding of the importance of emergent literacy skills. |
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