The role of home learning environments and socioeconomic status in children's learning in Tanzania: A comparison study of naturalized refugee, rural majority, and urban majority population groups

被引:8
作者
Ndijuye, Laurent Gabriel [1 ]
机构
[1] Univ Dodoma, POB 523, Dodoma, Tanzania
关键词
early childhood education; learning attainments; naturalized refugees; parental beliefs; school readiness; Tanzania; SCHOOL READINESS; LITERACY; LANGUAGE; INSTRUCTION; IMMIGRANTS; PROGRAM;
D O I
10.1177/1476718X20938095
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study investigated the role of home learning environments and family socioeconomic status in children's learning in Tanzania. A total of 303 participants from the naturalized refugees, rural, and urban majority groups were recruited. Data were collected using parents' questionnaires, interviews, Bracken's Basic Concept Scale-Receptive, Early Grades Reading Assessment, and Early Grades Mathematics Assessment. The results indicate that although naturalized refugees' home learning environments were comparable to those of the rural majority, and had lower socioeconomic status than the urban majority, their learning attainments were as good as those of the more-advantaged urban majority. Parental beliefs and expectations were the possible reasons for their demonstrating better learning attainments. These findings broaden our understandings of various protective and supportive factors which have implications on children's development and learning across contexts.
引用
收藏
页码:354 / 370
页数:17
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