The University of Dodoma University of Dodoma Institutional Repository http://repository.udom.ac.tz
Social Sciences Master Dissertations
2018 Influence of parents’ literacy level and awareness on their participation on early childhood development in Tanzania: a case study of care centers in Bariadi district
Mongai, Jumanne
The University of Dodoma
Mongai, J. (2018). Influence of parents’ literacy level and awareness on their participation on early childhood development in Tanzania: a case study of care centers in Bariadi district. Dodoma: The University of Dodoma. http://hdl.handle.net/20.500.12661/1761 Downloaded from UDOM Institutional Repository at The University of Dodoma, an open access institutional repository. INFLUENCE OF PARENTS’ LITERACY LEVEL AND
AWARENESS ON THEIR PARTICIPATION ON EARLY
CHILDHOOD DEVELOPMENT IN TANZANIA: A
CASE STUDY OF CARE CENTERS IN BARIADI
DISTRICT
JUMANNE MONGAI
MASTER’S OF ARTS IN DEVELOPMENT STUDIES
THE UNIVERSITY OF DODOMA
OCTOBER, 2018 INFLUENCE OF PARENTS’ LITERACY LEVEL AND
AWARENESS ON THEIR PARTICIPATION ON EARLY
CHILDHOOD DEVELOPMENT IN TANZANIA: A CASE
STUDY OF CARE CENTERS IN BARIADI DISTRICT
BY
JUMANNE MONGAI
A DISSERTATION SUBMMITTED IN PARTIAL FULFILLMENTS
OF THE REQUIREMENTS FOR A DEGREE OF MASTER‟S OF
ARTS IN DEVELOPMENT STUDIES
THE UNIVERSITY OF DODOMA
OCTOBER, 2018 DECLARATION
AND
COPYRIGHT
I, Jumanne Mongai declare that, this dissertation is my original work and that it has not been presented and will not be presented to any other University, for a similar or any other degree award.
Signature ……………………….
No part of this dissertation may be produced, stored in any retrieval system or transmitted in any form or by any means without prior written permission of the author or the University of Dodoma. If transformed for publication in any other format shall be acknowledged that, this work has been submitted for degree award at the University of Dodoma”.
i CERTIFICATION
The undersigned certifies that, he has read and hereby recommends for acceptance by the University of Dodoma dissertation entitled “Influence of Literacy Level and
Awareness on Parents’ Participation on Early Childhood Development in
Tanzania: A Case Study of Care Centers in Bariadi District” in a partial fulfillments of the requirements for a degree of Master‟s of Art, in Development
Studies at the University of Dodoma.
……………………………………………………..
Dr. Victor George
(Supervisor)
Date: ……………………………………………………
ii ACKOWLEDGEMENT
My sincere special gratitude goes to the Almighty God for making it possible for me to undertake this course and for keeping me, in good health and made everything possible throughout my studies at the University of Dodoma for two years.
The accomplishment of this research dissertation is indebted to many individuals who gave me advice, encouragements, assistance and guidance through inspiration.
Deep appreciation goes to my supervisor Dr. Victor George whose guidance and support encouraged me to this great result. He has been consistent and constructively challenging all the time when advancing during carrying out my dissertation.
I am also deeply indebted to my Father Mr. Mongai Hangaya Gamaya and my mother Rahel Dilla Gomolo for their support, advice, prayers and love, likewise to my family, my wife Winifrida Stephano and our sons Goodluck, Tumaini and Gift as well as our daughters Janeth and Jenipher who missed me during the whole time of writing this dissertation.
I feel much indebted to the University of Dodoma and Academic staff in the School of Social Sciences Studies, who taught me different courses; specifically Prof.
Mwamfupe, Prof. Tenge and Dr. Ngowi taught me Research Methodology and
Statistical Research Methods. I appreciate the assistance from my fellow postgraduate Master‟s of Art in Development Studies students.
Lastly, I thank, DED Itilima for granting me the study leave. However, it should be noted that, any shortcomings on this research are entirely belong to me.
iii DEDICATION
Dedicated to the late Biera for love.
iv ABSTRACT
This study, has investigated the extent to which parents‟ participation at care centers provide a supportive learning environment, to an early childhood development specific less than four years children. The investigation has focused on literacy level and awareness of parents on providing support to their children at care centers.
The study was conducted in Bariadi District, Simiyu Region. The sample of the study involved 30 respondents; others were key informants; 2 MEOs, 1 DPEO, 2 Care givers managers and 2 WEOs. It adopted a case study design by using the qualitative approach to explore experiences of parents‟ participation to identify the extent parents‟ literacy levels and awareness influence their collaboration with ECDC centres personnel and teachers.
The instruments used were interviews, observations and documentary review. The study has established that, most of these Parents and Care givers do not have enough knowledge about an early childhood development because their variations between education levels differentiate them, from one level to another. The study has employed Family System Theory from Bowen.
An overall, the study findings have revealed that, the lower levels parents were most affected group when compared to the medium and high levels. Apart from that, respondents accepted the importance of ECDCC through education related to ECD.
Children less than four years of ages are still suffering from inadequate parents supports at home as well as at care center.
In the light of the findings, the Government, and other Stakeholders have to support parents‟ through early childhood education and the care centers to be introduced at every government pre and primary school. Furthermore, parents should be involved fully by the government in matters relating to their children‟s ECD and care givers should be exposed to training which will equip them with the necessary skills. v TABLE OF CONTENTS
DECLARATION AND COPYRIGHT ...... i CERTIFICATION ...... ii ACKOWLEDGEMENT ...... iii DEDICATION ...... iv ABSTRACT ...... v TABLE OF CONTENTS ...... vi LIST OF TABLES ...... x LIST OF FIGURES ...... xi LIST OF PLATES ...... xii LIST OF APPENDICES ...... xiii LIST OF ABBREVIATIONS ...... xiv
CHAPTER ONE ...... 1 INTRODUCTION ...... 1 1.1 Introduction ...... 1 1.2 Background of the study ...... 1 1.3 Statement of the problem ...... 8 1.4 Research Objectives ...... 10 1.4.1 General Objective...... 10 1.4.2 Specific Objectives...... 10 1.4.3 Research Questions ...... 10 1.5 Significance of the study ...... 10 1.6 Delimitation of the Study ...... 11 1.7 Limitations of the Study ...... 11 1.8 Chapter Summary...... 12
CHAPTER TWO ...... 13 LITERATURE REVIEW...... 13 2.1 Introduction ...... 13 2.2 Definition of Key Terms ...... 13 2.2.1 Child Development ...... 13 2.2.2 Early Childhood ...... 14
vi 2.2.3 Parents‟ participation ...... 15 2.2.4 Literacy Level ...... 16 2.2.5 Parents‟ awareness ...... 17 2.2.6 Care Center...... 18 2.3 Theoretical Framework ...... 18 2.3.1 Epstein‟s Model of Parents‟ Involvement (Epstein, 1995; 2003) ...... 19 2.3.2 Family Systems Theory (Bowen, 1976) ...... 20 2.4 Empirical Review ...... 22 2.4.1 Literacy Level of Parents and Participation at ECDCC ...... 22 2.4.2 Parents‟ awareness on child development and performance at ECDCC ...... 25 2.4.3 Influence of Parents‟ Participation on Child Performance at ECDCC ...... 28 2.5 Knowledge Gap ...... 29 2.6 Conceptual Framework ...... 30 2.7 Chapter Summary...... 33
CHAPTER THREE ...... 34 RESEARCH METHODOLOGY ...... 34 3.1 Introduction ...... 34 3.2 Study Area ...... 34 3.2.1 Geographical Location of Bariadi District ...... 35 3.3 Research Design ...... 37 3.3.1 Study Approach ...... 38 3.3.2 Target Population and Sample Frame ...... 39 3.4 Sampling ...... 40 3.4.1 Sample Size ...... 40 3.4.2 Sampling Technique...... 42 3.5 Sources and Methods of Data Collection ...... 43 3.5.1 Sources of Data ...... 43 3.5.2 Methods of Data Collection ...... 43 3.5.2.1 Interview Method ...... 43 3.5.2.2 Observation Method ...... 44 3.6 Validity and Reliability ...... 46 3.7 Ethical Consideration ...... 48
vii 3.8 Chapter Summary...... 49
CHAPTER FOUR ...... 50 RESULTS AND FINDINGS ...... 50 4.1 Introduction ...... 50 4.1.1 Socio-Demographic Characteristics of Respondents ...... 52 4.1.2 Facilities Available at the Surveyed Care Centres ...... 53 4.1.3 Relationship between literacy level of Parents and their participation on ECDCC ...... 56 4.1.4 To Find Out Whether the Level of Parents‟ Awareness on the Child Development Influenced their Participation at ECDC Centres ...... 63 4.1.5 Influence of Parents‟ participation on child performance on ECDCC ...... 68 4.2 Chapter Summary...... 73
CHAPTER FIVE ...... 75 DISCUSSION OF THE RESULTS ...... 75 5.1 Introduction ...... 75 5.2 Relationship between literacy level of Parents and their participation on ECDCC ...... 75 5.3 Level of Parents‟ awareness on child development influence their participation at ECDCC ...... 80 5.4 Influence of Parents‟ participation on child performance at ECDCC...... 83 5.5 Chapter Summary...... 88
CHAPTER SIX ...... 89 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ...... 89 6.1 Introduction ...... 89 6.2 Summary of the Study ...... 89 6.3 Conclusions ...... 91 6.3.1 Relation between literacy level of parents and their participation at ECDCC ...91 6.3.2 Levels of parent‟s awareness on child development and their influence to participation ...... 92 6.3.3 Influence of parents‟ participation on child performance at ECDCC ...... 92
viii 6.4 Recommendations and areas for a future research ...... 93 REFERENCES ...... 95 APPENDICES ...... 105
ix LIST OF TABLES
Table 4.1: Relation between literacy levels of parents‟ participation at ECDCC ..... 62 Table 4.2: Levels of parent‟s awareness ...... 66 Table 4.3: Levels of parents‟ participation to influences child performance ...... 71
x LIST OF FIGURES
Figure 2. 1: Conceptual Framework...... 32 Figure 3.1: Map of Bariadi Town Council ...... 37
xi LIST OF PLATES
Plate 4.1: Sleeping environment at care center during day time...... 58 Plate 4.2: Children eating under the supervision of their care givers ...... 60 Plate 4.3: Care giver assisting child at care center ...... 70
xii LIST OF APPENDICES
Appendix I: A Consent Note for Parents and Researcher ...... 105 Appendix II: A Consent Note for Care giver and Researcher ...... 106 Appendix III: Parents‟ Interview Guide ...... 107 Kiambatisho IV: Hojaji ya wazazi/walezi wa watoto majumbani ...... 109 Appendix V: Caregiver interview guide ...... 112 Kiambatisho VI. Hojaji kwa walezi wa watoto kituoni ...... 114 Appendix VII: Observation Schedule ...... 117 Appendix VIII: Checklist of facilities available ...... 118 Appendix IX: Permission Letter from the University of Dodoma ...... 119 Appendix X: Permission Letter from RAS ...... 120 Appendix XI: Permission Letter from DAS...... 121 Appendix XII: Permission Letter from DED ...... 122
xiii LIST OF ABBREVIATIONS
AM Anno Meridian
BDC Bariadi District Council
BTC Bariadi Town Council
CC Care Center
CECD Council of Early Childhood Development
CG Care Giver
DAS District Administrative Secretary
DASP District Agricultural Sector Investment Project
DED District Executive Director
DPEO District Primary Education Officer
ECD Early Childhood Development
ECDCC Early Childhood Development Care Center
EFA Education for All
MEOs Mtaa Executive Officer
MOEST Ministry for Education, Science and Technology
NGOs Non Governmental Organizations
PM Pre Meridian
RAS Regional Administrative Secretary
UNICEF United Nations Children‟s Fund
URT United Republic of Tanzania
WECs Ward Education Coordinators
WHO World Health Organization
xiv CHAPTER ONE
INTRODUCTION
1.1 Introduction
Parents have responsibilities for their children‟s physical, cognitive and socio- economic development. Parents‟ literacy level and awareness about their participation in their children‟s education are understood as key important variables that significantly influence children‟s development and school success (Epstein,
1995). The proposed study sought to investigate the influence of literacy level and awareness on parents‟ participation on early childhood development in Tanzania.
The chapter presents the background of the study to justify social and research problem under investigation in order to fill the knowledge gap. It also provides main and specific objectives, and the research questions that guided the study. Others important sub-sections include, the significance of the study, delimitation, and limitations of the study.
1.2 Background of the study
Early child development recognises holistic and interrelated child‟s cognitive, physical, and socio-emotional well-beings (Grantham-McGregor et al., 2007). Since early child development is a multi-dimensional, sequential process, and progressive, all domains of development should be considered important as each domain influence the other (Naudeau et al., 2011). To meet the philosophical understanding that every child deserves a fair opportunity to succeed in life, world nations orchestrated several policies, legal frameworks, and programme to intervene to ensure that all children have an equal opportunity to meet the basic needs in life
(Engle et al., 2011).
1 However, the right of young children in most developing countries is of great concern. For example, over 200 million children below five years of age in the world, mostly from developing countries are at risk of poor or delayed development because of poverty, malnutrition, infections like HIV; unstimulating home environments, excessive family and environmental stress, exposure to violence, abuse, parental neglect, exploitation through child labour; and inadequate care and learning opportunities, as well as and lack of stimulation (UNICEF, 2014; Engle et al, 2011). These risk factors affect children‟s development and leads to poor school readiness and academic performance.
It is worth to note that as part of world nations‟ response and holistic interventions, international, national inter-sectoral early childhood development (ECD) policies and legal frameworks were instituted. These policies and joint world conventions to effect ECD goals seeks to improve early childhood education, healthcare and hygiene, nutrition, and social and child protection (Neuman & Devercelli, 2012). It was maintained that these child development interventions are directed to various settings, including the home, at a pre-primary education or child care centres, or community centres.
As early childhood development consists of physical, cognitive, and social- emotional aspects, this study focused mostly on cognitive development because parents‟ participation and collaboration with ECDCC centres seems to be a neglected aspect. Experience from developed countries shows that quality early cognitive and social-emotional developments are strong determinants of child‟s later school progress (Bakken, Brown & Downing, 2017; Prieto, 2018). In particular, the
UN Convention on the Rights of the Child (UN, 1989) also recognised the early
2 childhood education (ECE) as among the basic right stipulated to promote child rights and other welfares (Mtahabwa, 2011).
It is further echoed by Kernan (2012 that „children‟s education and development takes place at care centers, and at home with family members. It is this line of this argument that parents have a significant role in children‟s learning at home or at
ECDCC centres. Despite its necessity for child later school success and national economic development, the Sub-Saharan Africa are fairing worst in issues related to early childhood education and other children rights and welfare. By recognising the call for early childhood development interventions, the Tanzania government approved Child Development Policy in 1996, aiming to “guide children‟s rights, welfare and development in Tanzania” (MCDGC, 2008, p.6). According to the policy recognises child development to involve aspects of physical, mental and spiritual growth which must be supported and taken care according to societal norms and values.
This came after ratification of the United Nations Convention on the Rights of the
Child of 1989. This bold international commitment was followed by inter-sectoral interventions from various ministries such as the Ministry of Education, Science and
Technology (MOEST), Ministry of Health, Community Development, Gender,
Elderly and Children (MoHCDEC), and President‟s Office–Regional Administration and Local Government (PO–RALG). It also involves private sectors such as
UNICEF, Non-governmental organizations (NGOs) including the Plan International, and the Tanzania Early Childhood Development Network (TECDEN), and Religious and Community-Based Organisations (United republic of Tanzania, 2004)
3 As a multi-sectoral phenomenon, ECD lacks clear co-ordination because of many key players that are assigned to work with children education and welfare. For example, while pre-primary education (years 5-6) is controlled by MOEST, kindergartens, nursery (years 2-4, and care centres and day care centers are under the
Ministry of Health, Community Development, Gender, Elderly and Children
(MoHCDEC). However, most day care centers and Care Centers for disadvantaged children are managed by private organisations, NGOs and religious organizations
(URT, 2004)
In spite of these governmental and private sector initiatives, there has been no holistic early childhood education and care especially for children from disadvantaged families, designed to fully involve parents in their children socio- emotional and cognitive development at care centres. This is due to the fact that the child despite of care settings needs parental participation and involvement. Children who are living in care centres, in this regard need their parents closely to develop in all aspects and build better child-parent attachment.
Parents‟ participation in their children‟s education transcends home settings to encompass ECDC centres for positive influence on children‟s education and development (Ondieki, 2012). For example, in the United States‟ Department of
Education, parental participation parents participating in communication with teachers, and caregivers about issues related to children‟s learning and other school activities (Zweig et al., 2015). Of particular importance, parents play an integral role in assisting their children‟s learning at home and at school. Thus, parents‟ education significantly influence their level of participation and awareness of what they are supposed to do when it come to their children development. For example, Otieno
4 (2017) found that there was a positive correlation between parents‟ education level and different indicators of home-based parental involvement activities geared to promote child learning and development.
Parents need to be partners in their children‟s education in the form of advisory committees in schools or ECDC centres to assist in the education for their children develop their potentials. Betie (1985) sees parental participation as power sharing and participating in school governance, and decision-making. In addition, the argument can be made here that parents‟ participation during ECD interventions, should target both parents, and families and care centres as child rearing is an equal, complementary responsibility of both fathers and mothers. Studies indicate that there is relationship between parental literacy level, socio-economic status (SES) and their children reading skills (Hemmerechts, Agirdag & Kavadias, 2016). This implies that parental participation promotes children‟s social and interpersonal relations with the whole development system”. Some of the parents are illiterate and cannot partner with caregivers (CG) in the process of caring their children. These parents fail to take full responsibility of their children and then ultimately delegate their responsibility to the caregivers.
According to Maluleke (2014) „parents are obliged to maintain, protect and be responsible for both physical and socio-emotional needs of their children in order help them adapt to society and fully participate in social activities‟(p.2). Parental involvement must go beyond provision of basic necessities to include cognitive and socio-economic development in collaboration with teachers or caregivers practitioners. Parents‟ nurturing care allows the child to develop with the love and emotional support and supports the child‟s socialisation processes in the early years
5 (World Health Organisation, 1999). This implies that when parents are involved in their child‟s early education and form strong partnerships with their child care providers, there is an expectation of positive impact on the child‟s growth and development.
In African context, taking children to new environment of learning like schools undermine and alienate children from some cultural values by threatening their sense of belonging (Nsamenang, 2008). For example, the author asserts that in some instances, early childhood programmes ignore traditional African values and norms of shared child care and participatory education. Similarly, Global Fund for Children
(2010) maintained that there is a necessity to blend traditional childrearing practices
(with parents involved) and cultural beliefs with evidence-based approaches that accommodate some values consistent to home environment. A child living in a care centres must be linked with families so that the natural parent-child attachment to remains intact. The relationship that parents build with their child‟s early caregivers, make an important difference for both parents and children (The Harvard Family
Research Project, 2006),
This is the place where parents‟ participation in their children education in care centres became of great importance. Early childhood education should take into consideration dimensions like integration of play, health, nutrition, education, social- economic development, and collaboration between government agencies, nongovernmental organizations, and communities. Moreover, parents‟ participation is often demanded in children‟s lives and provides a natural link between the family and early childhood as well as elementary school learning environments (Maluleke,
2014). Early childhood practitioners must provide and sustain the kind of support
6 and modeling needed to reduce stress for parents and give them clear strategies, for positive interactions and relationships with their children (Maluleke, 2014).
The Harvard Family Research Project (2006), found three types of family involvement, which promote positive outcomes for children: parenting, home-center relationship and responsibility for learning. The first, parenting, includes the attitudes, values and practices parents embrace as they raise their children. High quality early care and education programs, value parents input and recognize the strengths and needs of individual families. Parents can help programs, to understand these individual differences by sharing information about their family, through open communication.
Children, who experience parent-child relationships that are nurturing and responsive, are more likely to have successful centers experiences. Garbacz et al.
(2015) revealed positive association between parental involvement and child school outcomes during elementary years, suggesting that interventions should be taken to meet the needs of children and families at different developmental periods.
Furthermore, Eakin (2006) asserts that parent/family involvement in early childhood development promotes parents confidence to assist their children and participation in their children‟s ECD centres.
Against this background, therefore, it is agreed that since there is the relationship between parental literacy and participation in their children schooling and development, it is important to examine some critical dimensions of parental literacy levels and awareness that are likely to influence participation in order to solve challenges experienced by children living in care centres in Tanzania. This is due to the fact that failure to develop in various dimensions or mastery of necessary skills 7 for learning occurs not only as a result of a poor socio-economic status of parents, poor infrastructural factors or children inability to learn, but partly by improper parents‟ participation and intervention in their children development.
Additionally, the reason to embark on this study is that, after review and experience on early childhood and care in Tanzanian context and arguments from the literature; it came to researcher‟ observation that while policies and legislations recognises this important stage of development, still no reliable up-to-date parent-care givers in the
ECDC centers.
In this regard, the current study sought to explore how parents‟ level of literacy and awareness influence their participation in selected ECDC centers in Bariadi district.
1.3 Statement of the problem
Early childhood development is among the education priorities in both developed and developing countries in their pursuit to promote child‟s cognitive, social and emotional development for better child‟s learning and as the foundation for lifelong learning outcomes (Taguma, Litjens & Makowiecki, 2012). Studies have identified parental literacy and awareness as the determining factor for children learning, care, performance and development in various settings (Hepburn, 2004; Carrol, 2013;
Kainuwa & Yusuf, 2013; Chansa-Kabali & Westerholm, 2014; Drajea, 2015).
Despite of the importance of parental participation on early children‟s development many parents in Tanzania especially parents with children living in care centres have low participation and involvement in their children learning at ECDCC and other activities that promotes children socio-emotional and cognitive development.
8 Similarly, previous studies conducted outside Tanzania revealed that many parents from low socioeconomic status and low level of literacy are unable to fully involve in enhancing their early children education and development to the expected levels of children development in different aspects (Komba, 2013; Otieno, 2017; Mligo,
2018).
To overcome the challenge of children‟s holistic development, considerable efforts have been invested to ensure that children from various social background access important services and protected, including early childhood education and care because it is a stage where the foundation of children‟s development and learning especially development of physical, social, cognitive and emotional aspects, is built
(Nyangara & Obiero, 2009; UNICEF; 2009; Mmasa & Mbaula, 2016). Despite the efforts done, parent‟s negligence to participate in children development and vulnerability of children in various education and care centers still exists.
Various studies conducted in Tanzania have revealed that poor early education development and care are attributable to parents‟ home-based factors, school and poor parental involvement in their children learning and development (Ngorosho,
2011; Joseph, 2014). However, these studies have not been focused on the influence of parents‟ literacy level and awareness on their participation in children early childhood development in Tanzanian care centres. This study bridged this gap by investigating the influence of parents‟ literacy level and awareness on children development in selected care centres in Bariadi District.
9 1.4 Research Objectives
1.4.1 General Objective
The study investigate how parental literacy levels and awareness influence parents‟ participation towards their children development in ECDC centers.
1.4.2 Specific Objectives
1. To explore how the parents‟ literacy level influences the extent to which
parents are participating in their children‟s development in ECDC centers.
2. To find out whether the level of parent‟s awareness on child development
influence their participation in ECDC centers.
3. To assess the influence of parents‟ participation on child performance at
ECDC centers
1.4.3 Research Questions
1. How do parents‟ literacy level influences the extent to which parents
participate in their children‟s development in ECDC centers?
2. What are the levels of parents‟ awareness influence their participation in the
ECDC centers?
3. What are the influences of parents‟ participation on child performance at
ECDC Centers?
1.5 Significance of the study
The findings of this study are expected to generate new knowledge relating to parents‟ levels of education and awareness on participation in their relating to parents‟ socio-economic status on participation in their children‟ development and care. The study will inform policy makers, development actors, planners, NGOs, 10 Voluntary organisations and individual groups to develop policies and action plans to enhance parents‟ participation in their children‟s learning and holistic development. Findings of this study may not only have practical implications but also theoretical implications in the provision of Early Childhood Development and
Care in Tanzania.
Study recommendations may help in creating awareness amongst the parents, and help policy makers in formulation of policies that support parents‟ fully engagement in children‟ learning from early stages, parent-school/caregivers communication. It may also influence the government policies related to parental literacy awareness and advocacy for parental participation in promoting care centres, and empowering families to access to quality care centres and facilities. Furthermore, the study findings will open an avenue for further research on issues related to parental involvement, participation and early childhood development and care in Tanzania.
1.6 Delimitation of the Study
As a case study, the study was delimited to only two ECDC centers located in
Bariadi district. Therefore, ECDC centers were purposively selected to gain a deeper understanding of the parents‟ participation. In particular, the focus of the study was on parents‟ literacy and awareness in participating in their children development and learning in ECDC centers. Based on the nature of the study, the study findings cannot necessarily be generalised to all ECDC centers in Tanzania.
1.7 Limitations of the Study
The researcher experienced some limitations during the course of study. First, the study was limited by financial resources, access, and time constraints. To address financial constraints and time, the researcher sampled few participants to include in
11 the study without compromising study rigour. Similarly, some participants were not ready to talk openly on issues related to their participation and their cooperation with
ECDC centers. Secondly, this qualitative case study design covered few ECDC centers in Bariadi town council restricted in only two ECDC centres, 8 caregivers/teachers, 22 parents, 2 ECDCC Managers, 2 Wards Education
Coordinators, 2 Ward Executive Officers, 2 Mtaa Executive Officers, and 1 District
Primary Education. This study has the following limitations: This will be minimised by a detailed description of the study sample in order to have necessary information.
1.8 Chapter Summary
The chapter reviewed the contextual situational analysis of the importance of parental literacy, awareness and participation in early childhood education and development. With such contextual variables highlighted, the knowledge gap came into light study by reviewing sate of the art of the parental education and literacy and level of participation in ECDC centers in order to show the need of conducting this study. Chapter also explains the significant of the study and it would be of great significance to the promotion of ECD in Tanzania and improvement of ECDC centers for children‟s socio-emotional and academic progress.
12 CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter presents the theoretical perspective of the study. In this chapter, theoretical definitions and related local and foreign studies were reviewed. This helped the researcher to understand basic terms and what has already been done on relationship between parental literacy, awareness and participation in early childhood development and other factors influencing child development at care centres. Lastly, the reviewed studies was summarised to highlight the knowledge gap filled by this study.
2.2 Definition of Key Terms
2.2.1 Child Development
Child Development: the process of change in which a child comes to master more and more complex levels of physical activity, thinking, feeling, communicating and interactions with people and objects. The gradual increase of the number of preschool, the environment and the knowledge acquired through learning and teaching of children. This is sometimes expressed as physical, cognitive, emotional and social development (WHO, 1999).
Sigmund Freud devised a psychosexual stage theory of development. He believed that, children move through specific stages of development due to innate unconscious sexual drives. Freud's stage theory ends at adulthood.
13 In this study, child development means the process of developing or being developed or an event constituting a new stage, in a changing situation as supported by Sigmund Freud.
2.2.2 Early Childhood
The Early Childhood Developments, is an integrated set of actions that ensure appropriate protection and support for children, modeled by youth and adults for psycho-social growth and the child‟s mastery of complex levels of thinking, feeling and expression targeted from prenatal to 5 years old (UNESCO, 2012)
Through interactions with adults and peers, young children develop self-concepts and self-esteem, improve emotional self-regulation, and form their first friendship.
Early Childhood is the period of age from 0-4 years (Brooks-Gunn, et al 2003). It aims at the holistic development of a child‟s social, emotional, cognitive and physical needs in order to build a solid and broad foundation, for lifelong learning and wellbeing and ECCE has the possibility to nurture caring, capable and responsible future citizens (Brooks-Gunn, et al 2003)
UNESCO‟s approach, is reinforced in the Education 2030 agenda and in particular in target 4.2 of the Sustainable Development Goal 4 which aims to „By 2030 ensure that, all girls and boys have an access to quality early childhood development, care and pre-primary education so that they are ready for primary education (UNESCO,
2012)
Children develop a sense of autonomy with toileting success or feelings of shame and doubt with toileting failure. Independence is a crucial aspect of the locomotors
14 stage, spanning ages 3 to 6 years. During this time, children develop initiative but may experience feelings of guilt if they are too assertive (Brooks-Gunn, et al 2003)
When looking on their programs, most of the countries used the term kindergarten in describing these programs of early childhood, while others used it only to distinguish programs for the older preschool aged child from younger children; and many used it to describe all programs for children from birth to compulsory school age (UNICEF, 2011).
In this study, an early childhood means the age from birth to 4 years and its programs under supervision of parents‟ and care givers at the care center through holistic development of a child‟s social, emotional, cognitive and physical needs in order to build a solid and broad foundation, for lifelong learning and wellbeing as described by Brooks-Gunn, et al above.
2.2.3 Parents’ participation
The term parents‟ participation mean, the participation of parents in construction of facilities, contributing ideas, making decisions and taking responsibility for the development of early childhood at care centers (Flouri, and Buchanan, 2004)
The Intergenerational Literacy Action Research Project conducted by Wider
Opportunities for Women, involved mothers participating in community-based programs that provide women with basic-skills instruction and job training. The study revealed that, 65 percent of the children benefited from their mother's participation in the adult education and training programs (Fossen and Sticht, 1991)
Learning at home through parents‟ literacy level and awareness, had no a significant correlation with child performance. Thus, there were differential effects in child‟s 15 performance. In this study, parents‟ participation is a combination of commitment and active participation on the part of the parent, to the care centers and to the child‟s performance as supported by (Flouri and Buchanan, 2004).
2.2.4 Literacy Level
The development of literacy competence begins with children and their parents, careers and families talking together, singing, reading, playing, and observing the world around them (Breen, et al 1994). Literacy during this period is as much about relationships as knowledge and understandings. Early literacy interactions combine social interaction and a growth in empathy with development in thinking and learning about the world.
The Harvard Families and Literacy Study in America, investigated the home literacy practices of successful and unsuccessful low-literacy level parents‟ and care center children, to identify factors that contributed to the acquisition of literacy and children's achievement in a care center. The study found no simple correlation between parents' literacy level, educational background, amount of time spent on literacy work with children and overall achievement (Chall & Snow, 1982).
In this study, literacy level mean is the ability to use written language actively and passively; also, is the ability to read, write, spell, listen, and speak when assisting a child to learn at home or care center environment to rise up her/his performance.
This is supported by Breen et al as follow Parents with low literacy levels seem to be willing to be involved in the education of their children but find it very difficult to do so. Parents with low literacy levels find it difficult to assist their children at home as they rely on siblings and neighbors for assistance. According to the study, parents only visit the school when they are invited (Breen, et al 1994 16 2.2.5 Parents’ awareness
Parents‟ participation refers to actively and meaningfully learn from and share information with different segment of the parent, to enhance knowledge and level of participation in early childhood development activities at care centers (Flouri, and
Buchanan, 2004)
Studies show that, when parents are actively involved with their child‟s early childhood education, they are more likely to stay involved when their child enters elementary school. Furthermore, encouraging parent participation in child care center, it can help support children beyond their early years and make their families an important part of their education well into the future (Markman and Brooks-
Gunn, 2005).
Awareness is the ability to directly know and perceive, to feel, or to be cognizant of event. It is the state of being conscious of something (Fowler et al 1981).
Henley, (1984) proposed definition of awareness as the subjective and simply, equates awareness with self-reports indicating that an observer consciously sees a stimulus or Awareness is objective and equates with the ability to make forced level of performance (Merikle, 2013).
In this study, parent‟s awareness means that, awareness is objective and equates with the ability to make forced level of performance. The level can be high, medium or low according to which performed work and child perception consign. Awareness for the purposes of this study also, can be generalized as the parenting behaviors or approaches to childrearing that can shape how a child develops. This supported by
17 Merikle who said that, Awareness is objective and equates with the ability to make forced level of performance (Merikle, 2013)
2.2.6 Care Center
The Child Care Centers defines as, any premises at which 5 or more children that are under the age of 7 years are habitually received for the purposes of care and supervision during part of the day or for longer periods (Tong, 2012) . In a childcare center, care givers focus on the physical and mental developments of their children.
In order to have a greater understanding of the children, CG in centers must incorporate a relationship with their children that benefit their wants and needs while pushing them towards a higher set of values. Whether that child receives the majority of his or her care at a center or at its house, the biggest factor in deciding what will have the best effect on the child will be those willing to put in the time and effort it takes to properly develop a child's social, physical, and academic skills
(Tong, 2012)
In this study, Care Center/Day care center (CC) is defined as care for children that take place in a care center setting, provided by trained or untrained caregivers as supported by Tong 2012 above.
2.3 Theoretical Framework
A theoretical framework is a collection of interrelated ideas based on theories
(Kombo andTromp, 2006). Consistent with this study, research on parents‟ literacy level and awareness on participating on early child development has emphasised the convergence of theoretical frameworks in order to conceptualise and explain influence of parents‟ literacy and awareness to early children‟s development at care centres. Since parental participation is a complex concept, this study utilised 18 concepts and variables from two major theoretical frameworks, the family systems theory (Bowen, 1976), and Epstein‟s Model of parents‟ involvement (parental involvement (Epstein, 1995; 2002).
2.3.1 Epstein’s Model of Parents’ Involvement (Epstein, 1995; 2003)
The Family Systems theory is supported by Epstein‟s Model of parental involvement
(1995; 2003) who asserts that there is a partnership between the parents and community and how such partnership positively influences children‟s physical, cognitive, social and emotional development. The theory further posits that families and caregivers can work closely together to develop meaningful and working strategies for holistic child‟s development in the care centers. Epstein, (1995) argues that school, family and community (e.g. Care centers) are important spheres of influence on early childhood development and that a child‟s educational, physical and social development is improved when these three interrelated environments work in collaboration for the sake of child‟s development.
Epstein (1995) enumerated six types of activities or involvement of care givers and educators in enhancing early childhood social, cognitive and physical development and experiences in care centers. These include: parenting, volunteering, decision- making, learning at home, communicating, and collaboration with the community.
According to Epstein (1995, 2003), there are two major dimensions of the parents‟ involvements: First, home-based involvement, where parents meet the basic needs of their children and encouraging behaviours to facilitate a positive environment at home and communication patterns between the child‟s family and care centres on specific child‟s issues. Secondly, school-based involvement which gives parents
19 opportunities to interact and communicate with care givers and teachers teaching their children by regular visits, attending centre events, and meetings.
Epstein‟s Model was chosen for the study because it enabled the researcher to understand various levels of parents‟ literacy and awareness influence participation, and to look at different aspects of parent participation in care centres in facilitating the early childhood development (Epstein, 2003). The theory was selected for the study because it helps the researcher. The model suggests how communication between parents and care centers promote participation and decision-making by parents, teachers and administrators of the centers. In other words, the model highlights the nature of care centers‟ administration in providing opportunities for parents to participate in supporting their children‟s development in care centers. Moreover, Epstein‟s model was selected to highlights the nature and effectiveness of parental participation in aspects of home-centers communication and collaboration (Kavanagh, 2013). As the holistic framework, the theory put in consideration parents‟ socio-economic status and awareness of the roles in facilitating children‟s learning and development.
In spite of of its strength and applicability in explaining parental participation, the
Epstein‟s model seem to rely much on parent-institutional collaboration and communication and unable to analyse specific key indicators such as emotional state of children that constitute the early childhood development, and concepts of children behaviours and attachment with their parents that precede and develop when a child is relocated to live in the ECDCC.
2.3.2 Family Systems Theory (Bowen, 1976)
Family systems theory (FST) is a general theory comprising of several specific theories (Klein & White, 1996). The FST was selected a set of a loosely connected 20 theoretical assumptions that help us to understand how people behaved when separated and continue communicating and involved in an emotional system
(Titelman, 2008). Family systems theory was developed by American psychiatrist
Dr. Murray Bowen (1913-1990), to provide a new paradigm for conceptualisation of human behaviour and treatment of human problems. Family system theory considers the family as a complex system that incorporates the interconnected family members who have common behaviours, and patterns or properties (Bertalanffy, 1967). This means that families are interconnected units in which each member exerts a reciprocal influence on the other members (Coleman, 1990). Thus, each member of a family is liable to be affected by the family system in which they participate
(White, 2005).
Changes occurring in any part of the family system, such as a taking a child from home and kept in care centers, affect and initiate changes within other members of the family. Thus, early care and education programmes can expect to see changes in children based on what happens within the family system.
Family systems theory offers a useful perspective from which to view parenting behaviour, to understand what shapes it, and to explain its complex relation to child outcomes in various settings. According to Goldenberg and Goldenberg (2013) family as system evolves set of implicit rules that establish routines, regulate behaviour, legitimate emotional support and expression, provide for communication, establish an organised power structure or hierarchy, and provide for negotiating and problem solving so that family tasks can be carried out effectively. It is this line of thinking that family systems shape parenting behaviour and influence child‟s developmental outcomes.
21 Furthermore, Bowen (1985) depicted a family‟s range of relationship falls within four main patterns, which include; conflict, emotional distance, projection, and triangulation to maintain the relationship. It was assumed that these relationship patterns helps to explain how a relationship between two people (parent and child) deals with stressful or emotional distance when a child is taken from home to be cared in the care centers. In addition, benefit of the family systems theory is that care givers can collaborate with parents in understanding the effects of family variables such as socio-economic status, parents‟ education level on children behavioural and emotional development. Thus, in this study, the Family System Theory was selected because parents are connected through the proximity or regular visits and participation or not to ECDCC that determines the relationships that form the system
(Boss, 1999; Minuchin, 1974).
Therefore, it is clear from the two theories that early childhood development may be enhanced if parents are aware of the important of their participation in key areas of child development they are required to engage for holistic child development.
2.4 Empirical Review
2.4.1 Literacy Level of Parents and Participation at ECDCC
In Canada, Sticht (2010) found that investment in early childhood learning, builds human development because younger children have a longer span of time to yield returns to society. Author further builds the premise by arguing that, investment in early childhood learning that includes a component for parents is a long-term investment in what he terms “multiple life cycles” (p.52) relates to parenting practices and activities. The study argues that that adult education and early childhood education should be valued with equal importance by investing in both levels of education. This implies that poorly educated children are the source of 22 adult functional illiteracy, and this vicious cycle of illiteracy is the source of poorly educated children.
Larocque et al., (2011) conducted a study in the U.S and concluded that teachers should create meaningful and familiar parental involvement by encouraging and assuring parents about the role they can play in non-academic tasks such as communicating any difficulties their children encountered. This is because parents who lack confidence and education can feel inadequate to participate in supporting their children and as they feel excluded in school activities. The study further argues that parents base of participation are revealed in variety of factors such as self confidence, comfort level, knowledge, motivation, and language skills. In examining the influence of the home literacy environment on pre-kindergarten children‟s literacy skills, Han (2010) found that mother‟s educational level impact children‟s acquisition of literacy skills. The study found that home literacy and maternal educational level both explained children‟s differences in their expressive vocabulary skills at the beginning and the end of the pre-kindergarten year.
Similarly, a study by Chansa-Kabali (2014) in Zambia, attests that home environment plays a role in pupils‟ acquisition of reading skills and abilities because instructions on reading and learning skills begin early at home before child enrolled in school. In a similar vein, a mixed study design by Mwanamukubi (2013) in
Zambia revealed that listed home factors such as parents‟ literacy levels, and poverty , lack of support by parents or guardians and the community at large affects early children literacy skills. This indicates the extent to which level of parental literacy is an important aspect in the child‟s mastery of literacy skills.
23 In South Africa, Maluleke (2014) investigated whether parents were involved in the education of their children or not. Findings showed that few parents appreciate parental involvement in their children education, and some parents are silent about the monitoring and supervision of their children‟s work at home. Other barriers to full participation include limited level of parents‟ education, socio-economic status, and poor communication. Findings suggest that parents should be having skills and self-confidence to develop their children‟s potential, and they are partners in their children‟s education.
In Tanzania, Chahe and Mwaikokesya (2017) conducted a study on influence of parental support on child‟s learning of literacy. Through a focus group discussion, study revealed that some families and parents support the children‟s mastery of literacy and numeracy skills while some proportional number of parents could not support their children due to families‟ socio-economic status, unfavourable home environments and other variables. This corroborates a study findings by Sobayi
(2017) that majority of the parents in Dar es Salaam did not guide their children to learn through home activities related to numeracy because of being preoccupied with other activities. The study further suggests that there should be teacher-parent relationship to early numeracy development to young children.
Another study by Kapinga (2014) showed that parental desire for their children‟s education might be high but has been impeded by their socio-economic status (SES) subsequently lowering their level of involvement. Thus, the study argued that SES is evidently seen in the incidences when parents were not involved in their children school activities and school improvement programmes. Consistently, Tornblad and
Widell (2013) also found that parents value their children education which
24 continually increased their contribution and financial support, while low socioeconomic background was also found to impact many parents from involving in their children‟s education.
2.4.2 Parents’ awareness on child development and performance at ECDCC
A study by Ozturk (2013) in Turkey found that language and culture are among the barriers to parent involvement for diverse families in early childhood education.
Other barriers include; lack of confidence, lack of understanding of the home – teacher-school partnerships, and negative past experiences with the school by holding the school fully responsible for their child‟s education.
A mixed research by Baker (2014) in South Africa on the importance of empowering parents through knowledge and skill base development as part of f investment in future generations, found that there is a need for ECD practitioners to receive adequate training to deliver ECD programmes which are engaging and relevant to the needs and context of parents. The study revealed that the major challenges for poor parental involvement include lack of knowledge, lack of understanding, poor motivation, poor relationships, and lack of time among parents.
These skills and knowledge are key ingredients to help parents identify their child‟s problems, and understand how to deal with them. It also promotes parent-teacher communication about children education and other affairs.
In descriptive survey study by Ouma (2018) in Kenya on the influence of parents‟ level of education, occupation and level of income on children‟s enrolment and participation in pre-primary schools, found that literate and well to do parents had a higher probability of enrolling children to school and supporting their than illiterate
25 parents. The study suggests that there is a need for education awareness forums to ensure that parents understand the importance of early childhood education.
A survey study by Muoka (2014) on the impact of economic status, community literacy level and community awareness towards the establishment and development of preschool centres and programmes revealed that majority parents had knowledge on education while few parents had no educational awareness in Makueni County,
Kenya. Findings imply that level of parents‟ participation in ECD is determined by their awareness about the importance of ECD and care.
Mmotlane, Winaar and Kivilu (2009) conducted study in South Africa on the extent of parents‟ characteristics like parental level of education and living standard measure (LSM), on predicting parents‟ participation in the activities of their children‟s schools. Using regression analysis, findings show that showed that personal characteristics of respondents, such as level of education, age, marital status, gender, and living standard measure (LSM) significantly influence parental participation in activities of their children‟s schools.
In a similar findings, Shumba, Rembe and Pumla (2014) that explored parental perception on ECD provisioning at early childhood centres revealed that parents perceived the role of ECD centres as the place where their children were provided with food, security and, play opportunities as well as intellectual and spiritual development for formal schooling. Despite their positive perception towards ECD centres, their participation was found to be low due to misconception that they would disturb the smooth running of the centres. The study established that „parents were neither conversant of the roles of ECD centres and roles they need to play in
ECD centres for the benefit of learners‟. 26 In qualitative study by van den Berg and van Noort (2011) in Uganda on parents‟ participation in the education of their children revealed that illiteracy and poverty of parents thwarted parental involvement in their children education in the Ugandan context. Study show that lack of participation from parents resulted into unhealthy relationship between the child and the care centers. The study suggested that opportunities should be created by the government and other stakeholders for all parents to become involved in education. For example, offering incentives such as food and other motivations can help getting parents to participate in some school activities.
In examining the situation of early childhood education and care, in Tanzania, Mligo
(2016), found that unsatisfactory state of ECEC) resulted from many reasons, including lack of parents‟ awareness on the importance of investment in early education, lack of support from the government, parents‟ low level of socio- economic status, gender discrimination, and traditional norms and cultural values.
The study suggests improvement of viable partnership between the government, parents, and the community. In another local study by Mtahabwa (2011) examining parental demand for early childhood education (ECE), what determine their choice and access to early childhood programmes in Tanzania, revealed that thorough knowledge about programme operations is the key determinant of parents‟ choice and access to ECE in Tanzania.
An exploratory study conducted by Kimaro and Machumu (2015) in Arusha city,
Tanzania to explore the extent of parental involvement in school activities and its influence on schooling process among primary school children found that there is a positive significant relationship between parental involvement in school activities
27 and children‟s academic progress. The study reveals that parents-teacher conferences and parent-teacher face-to-face contacts are the best modes of communications that impacts children‟s school academic achievement.
Furthermore, Mligo (2017) conducted study on how to enhance child development and community well-being by engaging parents in early childhood education and care in Tanzania, found that parents and families did not fully involved in their children‟s learning in the classroom context, and that parents were not aware how they could participate in the ECD centres. Findings further revealed that teachers also did not encourage parents to participate in the children‟ classroom learning.
2.4.3 Influence of Parents’ Participation on Child Performance at ECDCC
In a longitudinal study of children who began school at age 4 in the USA was conducted by Macron (2002) examined the influence of three different preschool models on later school success. Findings revealed that children‟s later school success are enhanced by more active, child-initiated early learning experiences at home. Study further showed that parents‟ participation through parent–teacher conferences, extended class visits, and helping children with class activities improved school success. Such participation is associated with child language, self- help, social, motor, adaptive, and basic learning skills.
Using Epstein model of parental participation, Mwangi (2016) conducted a survey about the parental participation in their children‟s pre-school education in Nairobi
County, Kenya. Results revealed that parental level of education and income is positively associated with their level of participation in pre-schools activities. The study implies that the higher level of education, the higher level of participation in children pre-school learning. Similarly, Ondieki (2012) conducted a study in Kenya 28 on the relationship between parents‟ participation in preschool activities and preschoolers‟ performance, shows that parents who participated in various preschool activities such as volunteering, meetings, and communication with the school influence preschooler academic performance.
In a similar study in Kenya, Orodho et al. (2013) found that better educated parents appreciate the value of education more than unreached Kenyan communities, who are illiterate to value early childhood education. The study put forward the reasons for poor participation of parents to be associated with household poverty, cultural practices, and low importance attached to formal education. Moreover, in a qualitative study by Manduku, Cherono and Amdany (2017) in Kenya to examine the influence of parental participation on academic performance among children in
Early Childhood Development and Education Centres revealed that is a strong significant relationship between parental monitoring of children‟ school work and their performance. Authors found that majority of parents believed that they had the responsibility for their preschool children‟s learning because of shared participation between parents and the ECD centres.
Studies in Tanzania by Wabike (2012) and Maganda (2016) found that parental encouragement of students to attend school significantly increased students‟ performance, and that majority of parent who do not often participate in their children‟s school activities.
2.5 Knowledge Gap
A significant body of theoretical and empirical studies on the influence of parents‟ characteristics on their children education and development reveal the importance of parental involvement and participation in their children‟ socio-emotional and 29 cognitive development in different education settings, though with various conflicting resulted from multiple factors. It may, therefore, be plausible to improve the extent parents involved and participated in the ECD and care as per policy demands. One of the critical factors from the literature is the parental participation among parents with low socioeconomic status and education actively shapes their involvement in the children holistic development, particularly school success.
These studies have been conducted in developed and some developing countries, but little was known about the influence of parental literacy level and awareness on their participation in ECDC centres in Tanzanian context. For example, local studies concentrated on parental involvement and factors influencing children education in various levels (examples; Kimaro & Machumu, 2015; Mligo, 2017; 2018).
However, local studies do not overtly deal with how level of parents‟ literacy and awareness about their participation in ECD centres influence early childhood development.
Hence, this study sought to bridge this knowledge gap. Therefore, this study aimed to explore how parents‟ literacy level and awareness influences their participation in education of their children in ECD centres, across the wide variation of children groups, care givers and parents because the literature reviewed has not been able to fully address how literacy level and awareness of parents‟, hindered their participation in early childhood development at care centers.
2.6 Conceptual Framework
The purpose of the conceptual framework helps the reader to quickly see the possible relationship of the variables. The following diagram explains how the dependent variable (Early Childhood Development) influenced by the independent
30 variable (Parent‟s awareness, and literacy level on Early Childhood Development).
Social economic constraints emanating from parental participation also impacted on children‟s rights.
Furthermore, national policies, norms, customs and poverty issues hinder parents‟ participation and reduce the number of children who attend and acquire proportional early childhood education at care centers. Some parents also are being faced with different problems such as single parent, divorced, separation and polygamous families which hinder enrollment and lead to a high variation of children performance at care centers. Many parents‟ in the study area are faced by lack of awareness as well as their literacy levels.
31 Figure 2. 1: Conceptual Framework
Parents Literacy -Enrolment of -Primary, Secondary, Early Childhood Colleges, Illiterate Education -National policies - Attendance rate -Norms and customs - Children Parents Income performance -Poverty issues -Employed variation -Business -Unemployed -Transition rate
Parents Awareness
-Participation in provision of materials, attending
meetings and
Family Type
-Single parent
-Divorced
-Separated
-Polygamous
Source: Researcher‟s construction based on literature review 2018
32 2.7 Chapter Summary
This chapter has reviewed the literature on how literacy level and awareness help to have good parents‟ participation during early childhood development and influences child performance at the care centers. It has begun with literature which debates on parents‟ participation through literacy level and their awareness and how changes early childhood development at less than four ages.
While using the Family System Theory and Epstein‟ model of parental involvement, thus, being critical to foregoing theoretical position, it has shown that indeed, parents‟ participation through their literacy and awareness, can influence early childhood development and lead to relation with child performance at care center.
Therefore, the more parents literacy and awareness on their participation, the more the same influenced child performance. The gaps identified in existing literature, are related to lack of adequate analysis from different literatures, on how has not been able to fully address literacy level and awareness of parents‟ and their participation in an ECD centres.
33 CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter is designed to discuss the study area, research design, target population, sampling technique and size, sources of data, research methods for data collection, validity, reliability and the ethical consideration.
3.2 Study Area
The selection of the study area, influences the usefulness of the information produced (Kombo& Tromp, 2006). The study was conducted in Sima and Somanda wards, Bariadi Town Council in Bariadi town council. Bariadi is a town and a ward in Simiyu Region of Tanzania, East Africa; it is the capital of Simiyu Region and the administrative seat of Bariadi Town Council and Bariadi DC.
Apart from that, Sima and Somanda wards were selected due to the reason that, they are in the center of Simiyu region administrative seat and only, have the allocation of ECDCC compared to other wards of Bariadi TC.
Bariadi town, has high population of 11,248 people because there is stable market for selling cash crops and animals every week on Tuesday, that influence people from other places to live as well as government workers and other people, whom need caring of their children at care centers, not only that but also, there is better social services like banks, good transportation and other socio economic infrastructures, hence, cause a high population in Bariadi town (URT, 2012)
The Council was established in 2012 as a process of upgrading of Bariadi Township
Authority as per Government Notice No.278 of 24th August, 2012. The Bariadi
34 Town Council is almost 1192km from Dar es salaam City. It has ten wards; Bariadi,
Somanda, Sima, Malambo, Nyangokolwa, Guduwi, Nyakabindi, Salunda, Mbiti and
Bunamhala, which amount to an area of 876.71 km2 (URT, 2012)
This council, covers an area of 876.71 km² and bordered with Sakwe and Ngulyati
Wards on the West, Dutwa, Mwadobana and Ikungulyabashashi on the North,
Nkololo in the East (Bariadi DC), Bumera, and Budalabujiga wards on the East also,
Luguru and Nkoma wards (Itilima District) on the South (URT, 2012)
According to the National population and housing census of 2012, Bariadi Town
Council had a population of 155,620 in which males were 73,848 and females were
81,772. The Number of households is 24315 and Household size is 6.4(URT, 2012)
3.2.1 Geographical Location of Bariadi District
Simiyu Region, is located North of Tanzania and South East of Lake Victoria it lies between Latitude 201” and 40 South of Equator and between 3303” and 3501” East of Greenwich.
The Region, is bordered by Manyara and Singida Region in the East, South
Shinyanga Region, West Mwanza Region and North Mara Region. The Eastern
Boundary and part of Northern Boundary also lies with the famous Serengeti and
Ngorongoro National Parks.
The Region covers an area of 23,807.7 Square Kilometers and administratively it consist of 5 District, 6 Councils, 16 divisions, 109 wards, 475 villages and 17 Mitaa
(in Bariadi Town Council). Statistics shows an improvement of Pre Primary
Education in the Region, during 2011 the registered public and private schools were
517 (Tanzania: National Bureau of Statistics, 2012). 35 Bariadi District is located between Latitudes 2015‟ and 3010‟ South of the Equator and Longitude 33040‟ to350 10‟ East of Green which. The District is bordered by
Magu District (Mwanza Region) and Busega District (Simiyu region) in the West,
Bunda and Serengeti Districts (Mara Region) in the North, Ngorongoro District
(Arusha Region) in the East, Itilima District (Simiyu region) in the Southern
(District Agricultural Sector Investment Project: Bariadi, 2010)
The District covers a total area of 9,445.7 Sq. kms (944.570 ha) of which 4591.7 Sq. kms (459,170 ha), is covered with an arable land suitable for agriculture and livestock keeping, 790 Sqkms (79,000 ha), is covered by the Maswa Game reserve and 3,950 Sq.kms (395000 ha) covered by the Serengeti National Park.
The remaining area of 114 Sq. km (11,400ha) is covered by water bodies, forest and hilly area. The climate in the District is generally tropical type. The annual rainfall ranges from 700mm-950mm. There are two periods of rainfall seasons. The short rain period is between Octobers - December while long rains fall starts from March to mid May. The period from June to September is hot and dry. The average temperature during the day is 290C and 190C at night (DASP: Bariadi, 2010).
36 Figure 3.1: Map of Bariadi Town Council
Source: DED Bariadi Town Council (2013)
3.3 Research Design
Research design refers to the scheme, outline or plan that is used to generate answers to the research problems (Orodho, 2003). The study has employed a case study design. According to Creswell (2013) „case study design intends to explore a real- life within a bounded system (a case) or multiple bounded systems (cases) over time,
37 through detailed, in-depth data collection using multiple sources of information and reporting a case description and case themes‟.
The case study design helped the researcher to explore and describe, in depth, the nature of parents‟ participation against their levels of education and awareness in
ECDC centers in Bariadi district. The data was generalised from the theory of parental participation and early childhood development perspective, not from populations.
Each ECDC centre under study was considered as a bounded case or unit of analysis to gain deeper insight into how parents participate in their ECD. The parent, ECDC managers, teachers and other local government and district officials were interviewed. Further, observation was conducted and some documents were reviewed. By using interviews, observation and documentary analysis, the parental participation and experiences and how they have been influenced by parents‟ literacy levels were analysed.
3.3.1 Study Approach
This study adopted the qualitative research approach. The approach was selected because information was obtained through interviews and observation during field work to get deeper understanding of the real-world situations without manipulation, except that the presence of the researcher becomes the only manipulation (Patton,
2015). In a similar vein, Ame and Baradyana (2009) contend that qualitative research approach helped to collect data in a wide range because, it uncover trends in thought and opinions, and dive deeper into the problem.
38 Thus, qualitative approach was selected to enable the researcher to investigate influence of parents‟ levels of education and how such levels of literacy affect their participation in early childhood development in Bariadi district. Also, the approach allowed the researcher to explore individual‟s belief, values, understandings, feelings, experiences and perspectives of the phenomena under the study
According to Cohen, Manion and Morrison (2006), qualitative studies are highly comprehensive and reliable as it helps to explore informants to obtain purposive information as per research questions. In this way, the researcher collected information from informants in an interactive manner to get the detailed understanding of the care givers and parents‟ experiences, views and their perception against variables influence of literacy level and awareness, on parents‟ participation during ECD at care center. In this qualitative approach, the researcher used more than one approach, including interviews, observation and documented materials.
3.3.2 Target Population and Sample Frame
Target population refers to all members of any well defined class of people, events or objects (Kothari, 2004). The target population of this study was parents‟ whose children are at the care centers, care givers at Early Childhood Development Centers in the two wards of Sima and Somanda in Bariadi District, and education and government officials. It is expensive and difficult in any research study, to engage all the care centers‟ care givers and parents‟ with children at care centers. So, a few representatives from care givers and parents were selected as sample population.
Therefore, the sample population drawn from the two care centers in Bariadi
District, specific Bariadi TC, represented the entire population of the study, in which 39 the variable influence of literacy level and awareness on parents‟ participation during early childhood development at the care centers, described to validate the data collected and findings as the subjects were alike.
3.4 Sampling
According to Ary et al (1985) „sampling is a small group to be observed, to represent the large group‟. Furthermore, Rudduck and Mclntyre (1998) argue that sampling should reflect a true representation and reflection of universe in which the researcher can deduce, infer and generalize the finding of the investigation.
Similarly, Vockell (1983) defines sampling the “strategies, which enable researchers to pick a sub group from a larger basis, for making judgments about the larger group‟. Sampling helped the researcher to obtain a representative of population in order to be included in the study (Neuman, 2009).
Thus, in this respect, Scott and Usher (1996) assert that a sample is drawn from the population to represent its characteristics. A sample is therefore, part of a large group and should constitute a representative selection of the whole population. The sample frame in this study constituted parents, care givers, managers of ECD centres and government and district education officials who are involving with engaged in caring children at ECDCC.
3.4.1 Sample Size
Patton, (2015) contends that qualitative research has no rule for and predetermined sample size, as the sample size depends on the researcher‟s interests and purpose of the research. Due to the emphasis of this study based on the variables influence of literacy level and awareness on parents‟ participation during early childhood at care center. It was found necessary to select two care centers in Bariadi District, specific 40 Bariadi TC, where care givers and parents act as the target population. Imelda and
Muyangwa (2000) defines sample as a small group of subjects that possesses the main characteristics of the accessible population‟. The accessible population in most cases influenced by the time and other extraneous various, such as the resources, distance, money and safety. You can use data from a sample to make inferences about a population as a whole.
Therefore, the selection of the two care centers namely Tumaini and Herbert Gappa care centers from Bariadi TC represented the entire population of the study in which the variables described to validate data collected and findings, as the subjects were alike.
Table 3. 1: Rules of thumb for qualitative sample size
Basic study type Rule of thumb Ethnography 30-50 interviews Case study At least one, but can be more Phenomenology Six participants Grounded theory 30-50 interviews Focus group Seven to ten per group or more groups per each strata of interest Source: Schreiber and Asner-self 2011
The sample size for this study involved 8 caregivers/teachers, and 22 parents adding to a total number of 30 respondents. Others are key informants whom were 2
ECDCC Managers, 2 Wards Education Coordinators, 2 Wards Executive Officers 2
Mtaa Executive Officers and 1 District Primary Education Officer from Bariadi
Town Council. Morse, (1994) supported that, in qualitative research studies sample size depends on the scope of the study, the nature of the topic, the quality of the data
41 and the study design. Moreover, the study used case study as shown above in the table which allow research to select purposively at least one or more respondents for interview in order to obtain real and current data.
3.4.2 Sampling Technique
Sampling technique is the plan that specifies how the respondents of the research are going to be selected (Kombo & Tromp, 2006). In this study purposive sampling technique was used to identify and select parents, care givers and officials because they have rich information, are knowledgeable and/or are experienced with phenomenon under the study (Creswell & Plano Clark, 2011).
Two care centers have therefore been purposefully selected according to its geographical allocation in Bariadi TC and its representatives, from the parents‟ participation regarding to the study, the focus was on all care givers based on programme of less than 4 of years and parents with children at care centers where research conducted. Thus, 8 care givers, 4 from each care center and 22 parents, 11 parents from each care center.
The techniques used in this study were purposively sampling and simple random to select the Bariadi District from other districts of Simiyu region and wards and streets/hamlets of the study. The techniques also were used to obtain specific data from key informants. The researcher selected respondents purposively taking into consideration special criteria, like age of parents, education level, number of children per household, employment factor, and those criteria which had a relevance to the study questions.
42 3.5 Sources and Methods of Data Collection
3.5.1 Sources of Data
Primary data also, were obtained through the usage of interviews (interviewer guide), and observations (check list), to the respondents from the study area of
Bariadi District. The secondary data for this study was obtained from different sources, both published and unpublished like books, results, journals, reports, newspapers, articles and internet. Secondary data are second hand information collected by researchers through reading various written documents which are relating to the problem under the study (Lincoln & Guba, 2002).
3.5.2 Methods of Data Collection
Data were collected from both primary and secondary sources through interviews, observation and documentary review.
3.5.2.1 Interview Method
Due to the nature of the study, unstructured in-depth interviews were used to guide face-to-face interviews with participants (Mathers, Fox & Hunn, 2009), to obtain multiple realities and participants‟ perspectives and experiences (Stake, 1995).
Interviews are important because it generate specific individual responses (Mcmillan
& Schumacher, 2010). A total of 22 parents‟ participants were interviewed to explore their opinions, views, and experiences about how parents of children in ECD centres are participated in their children‟s education and care. This helped the researcher to make comparisons between the perceptions of parents in relation to effort of institutions, responsible for ECDCC programme.
Qualitative interviews also used because they are flexible methods through which parents‟ knowledge, experience and understanding of their literacy and awareness 43 while participating at ECDCC programme. This was done to make the quality of information better. It also helped the researcher to get direct experience from parents whose children attend early childhood development programmes.
Similarly, 8 care givers were purposively selected to participate in in-depth interviews to generate a rich and deep understanding of how they understand levels of parental participation. This helped to make compare between the perceptions of parents and the efforts done by institutions responsible for ECDCC program. This was done to make the quality of information better. In-depth interviews were done through unstructured questions and answers in a dialogue form. The questions comprised of in-depth interview schedules which included the need for education level of respondents, number of children per household attending day CC, and influence of their literacy and awareness to child performance.
The questions were designed in such way that the researcher and respondents together, constructed and reconstructed the knowledge which helped to capture parents and CG perception of their participation. Interviews are aimed at not only collecting facts but also obtaining meanings.
3.5.2.2 Observation Method
Non-participant observation was used to observe how parents, teachers and children interact in the ECD centres. Observation helped the researcher to see how parents are participating at ECDCC. Every observation was arranged in such a way that they the researcher observes key activities and interactions from during class sessions and outside the care centers to see children‟s activities and their performance.
44 The observational method was used because actions and behaviour of people are central aspect in the inquiry (Robson, 1993), as it allowed the researcher to watch peoples behaviour in a flexible way and concentration on key variable of interest related to parents‟ participation, literacy level and awareness of parents at care centers
Observation in this study was used as a supplementary technique, complimenting both interviews and documentary materials, since some respondents have a tendency of being honest. For instance, in a certain responses they contracted with the real situation observed in care center and home environment. Observation also was used to assess the magnitude of ECDCC in the study area, especially area where care centers were not visited by the researchers due to their inadequate implementation at all.
During observation session field notes were used as it helped to document key events during interview, and by record all details of parent-caregivers interactions and care-givers interaction with students in the ECD centres. These collected notes were used in data discussion to find the variation of data from participants. Taking notes during observation is important as it helped the researcher to note and records of what has been seen and heard without interpretation (Maykut & Morehouse,
1994).
Checklist was used to gather more information from care centers. It was used as a tool for relating and comparing what parents said concerning literacy level and awareness on their participation at the care center, and what is available or done in the ECD centres. A predetermine checklist was used to collect information regarding the availability of teaching and learning materials, adequate play facilities and
45 qualified CG. This technique validated the information collected through other data collection instruments.
Moreover, checklists facilitated the collection of observed information and materials. The researcher administers the checklist personally, in order to crosscheck the items or materials possessed by the ECDCC. The researcher used this method to combine what has seen and heard so as to get accurate data from the field. It found some discrepancies for instance between what parents said and the real situation in the field.
3.5.2.3 Documentary Review
Documentary review was used to obtain documented information like parents- teacher meetings, district official reports on ECD and care, and related policy documents on the ECD and performance in ECD centres.
3.6 Validity and Reliability
3.6.1 Validity
Kothari, (2004) defines validity as the soundness of the interpretation of the test.
Validity is the accuracy and meaningfulness of inferences, which are based on research results to test the degree of accuracy of the interview guide and observation schedule. To set up and enhance the trustworthiness and rigour of the study, the credibility, conformability, dependability and transferability were applied in various stages of research process.
The expert (supervisor) opinions were sought in refining the interview schedules for readability, appropriate language use and suitability and adequacy of expected responses. The researcher used triangulation of data collection method and theory as a strategy to enhance internal validity (Yin, 2003). This was in agreement with Ary 46 et al. (1985), that the most obvious type of ensuring validity of questions is to use theoretical assumptions contained in the literature to get content validity. The validity was substantiated through triangulation use of contradictory evidence (i.e. the use of interviews, observation/checklists and documentary review), participants‟ validation, and constant comparison. The researcher has carried out a pilot study in order to assess the clarity of interview guide and observation checklists so that they could be improved to suit the objective of the study.
3.6.1 Reliability
Reliability of the study is the extent to which other researchers arrive at similar results, if undertake a study with the same case using exactly the same procedures as the first researcher (Kothari, 2004). Although the term reliability is a concept used for testing or evaluating quantitative research, the idea is most often used in all kinds of research (Kothari, 2004). If we see the idea of testing as a way of information elicitation in any qualitative study, then the most important test of any qualitative study is its quality (Morse, 1994). A good qualitative study can help us understand a situation that would otherwise be enigmatic or confusing (Eisner, 1991, p.58).
Patton (2001) states generalisability as one of the criteria for quality case studies depending on the case selected. Therefore, triangulation methods are used in qualitative research. Triangulation is typically a strategy (test) for improving the validity and reliability of research or evaluation of findings (Patton, 2001).
47 3.7 Ethical Consideration
This complexity means that social science research must concern itself with “moral integrity” to ensure that research process and findings are “trustworthy” and valid
(Biber, 2005). In this study, ethical issues were considered by obtaining permission from the relevant authorities, such as the University of Dodoma, District administrative and education authorities. In order to maintain confidentiality and anonymity, the names of participants were not written on the interview guides.
Ethics is a system of moral values concerned with the degree to which research procedures; adhere to professional, legal and social obligations (Bhattacherjee,
2012).
No one was forced to provide information required by the researcher. The researcher explained clearly the purpose and objectives of the study and participants, who knew to read and write, were given research instruments (interview guide and checklist) by themselves to read before starting any session. During interviews and observation also, issue of the participants‟ culture was considered in order to avoid misunderstanding misconceptions from participants.
Some participants were reluctant to speak due to two reasons. First, many of them were working in public and private sectors, so they feared that maybe the government was looking for their wealth. Secondly, those who were not employed in any sectors claimed that, the researcher was going to facilitate their children through paying fee from the government or other NGOs.
In such cases, it was assured them that confidentiality would protect their responses.
Since participants in this study were supposed to be voluntary so that the responses
48 are reliable, it had to find only respondents who were willing to participate voluntarily having children at care centers.
3.8 Chapter Summary
This chapter has shown that, the triangulation of data collection leads into a well- founded data. Through the same chapter it has been able to demonstrate the challenges in research which can be used as opportunities. It was for instance obvious that, the working commitment made a person to be very busy in their work stations which was a challenge for me, to get information in the time that desired.
However, this situation allowed me to conduct respondents‟ observation as a method of data collection by working together with respondents in their residents and work place. The next chapter presents the research results and findings.
49 CHAPTER FOUR
RESULTS AND FINDINGS
4.1 Introduction
This chapter presents results and research findings on the influence of literacy and the awareness level on the parents‟ participation during an early childhood development, at care centers in Sima and Somanda wards, Bariadi TC in Bariadi
District, Simiyu region. Data analysis according to Osman, (2013) defined as the process of inspecting, transforming and the modeling data with the goal of discovering useful information, suggesting conclusions and supporting decision- making.
The results section, is where findings of the study reported are based upon the methodology (or methodologies) applied to gather information and they should state the findings of the research, arranged in a logical sequence without bias or interpretation. A section describing results is particularly necessary because many data which are used in the study are generated from the origin sources.
In line with the literature review, several interviewees stressed the direct relationship between the literacy level and the awareness on the child performance, citing a loss of creativity, talent and understanding in parenting teams, without a gender and ethnic diversity
Data collected through interviews, observations and documents were first read to achieve the whole picture. Then, they were filtered to achieve patterns of the significant themes (thematic approach).
50 Thematic analysis is one of the most common forms of analysis in a qualitative research. It emphasizes pinpointing, examining, and recording patterns or themes within data. Themes are patterns across data sets that are important to the description of the phenomenon and are associated to a specific research question. De Vos (1998) indicates that, when working from a qualitative perspective the researcher attempts a first-hand holistic understanding of a phenomenon and data collection, are shaped as the investigation proceeds.
This justified one of the goals of the analysis which was to produce meaningful condensations, which can make it possible to gain from one participant an understanding, which can enhance ones understands of another participant as well
(Falmagne, 2006).
The study findings are from thirty (30) respondents, and socio-demographic characteristics of the sample population, are presented first followed by an analysis of the qualitative data under the specific sub-themes.
Table 4. 1: Parents’ social demographic table
S/No Gender of respondent Age of respondent Total Marital status 1 Female 21-30 3 Only one married 31-40 5 All married 41+ 3 All married 2 Male 21-30 1 Married 31-40 7 Married 41+ 3 Married
51 4.1.1 Socio-Demographic Characteristics of Respondents
The selection of two care centers namely Tumaini and Herbert Gappa, from Bariadi
District, specifically the Bariadi TC, have represented the entire population of the study in which, the variable described as this has validated data collected and findings as the subjects were alike.
The occupations and the education levels of the respondents and their numbers in brackets were as follows: parents (22) 74%, care givers (8) 26%, parents with primary school education (2) 7%, parents with secondary school education (14)
46%, parent with Diploma education (1) 4% and parents with higher learning education (5) 17%. The education level for the care givers were; secondary education with a certificate of an early childhood education (7) 22% and Diploma in an early childhood education (1) 4%.
This shows variations in the education levels from parents and the care givers who participated in an interview, conducted by the researcher from the two care centers in Bariadi as those with lower level of education provided negative responses compared to parents with middle and higher learning. The following tables 4.1and
4.2 show education levels of the respondents as well as their frequencies from each ward.
52 Table 4.2: Education Levels of Respondents
Respondents Education Qualification of Respondents Primary Secondary Diploma Higher Total Education N % N % N % N % N % Parents 2 7 14 46 1 4 5 17 22 74 Care givers 0 0 7 22 1 4 0 0 8 26 Total 2 7 21 68 2 8 5 17 30 100
Source: Field Data, March, 2018
Table 4.3: Name of Wards and Care Centers
Ward Care center Frequency Percentage Sima Herbert Gappa 15 50 Somanda Tumaini KKKT 15 50 Total 30 100
Source: Field Data, March, 2018
4.1.2 Facilities Available at the Surveyed Care Centres
Through the observation methods the researcher used a checklist to observe the different activities, infrastructures, parents and the care givers participation at the two care centers during conducting their programmes.
All the two care centers had their main timetables which were used effectively, following with a minor time table for each session during activities and also, there were enough desks and chairs for children to seat on during the learning process.
Water facilities were also available at all care centers, with frequent flow for different uses. Means of transports such as mini buses were also available at all care centers although they were not enough to accommodate all children at a time during go and return, from the care center and at home. 53 As mentioned above there were some reasons to congratulate all care centers during the observation time, since were enough shelves for storage of books and slates, at all the care centers in every classroom and were well arranged according to the programs and books consigned.
Apart from good implementation of different activities, the following were not introduced at all centers as follows; there was not any care giver guideline for conducting their activities. What they used was the same with the care center main time table, with no minor sections according to the programme taken by every care giver. Playing grounds or spaces for groups to run and play were limited for a few numbers of children only.
For instance, at the Herbert Gappa care center, they used the same grounds with the pre and primary schools, which was very risk to less than four years children. Apart from the playing grounds also, there were no any other sports and game facilities at all centers. By supporting this, apparatus like equipments for climbing, sliding, swimming, riding and toys which were appropriate to ages, were not implemented to all care centers. The following were the results at table 4. 3 below;
54 Table 4.4: Checklist of Facilities Available
Property Available YES/NO Used Not used Care center main time table YES YES USED Care givers guides NO NO Water facilities YES YES USED Play ground (space for group to run, NO NO YES and play) Desks and chairs YES YES USED Games and sports facilities NO NO Classes/areas for several choices to NO NO every child Equipments for climbing, sliding, swimming and riding NO NO Toys appropriate to ages NO NO Transport YES YES USED Shelves for storage and books/slates YES YES USED Health facilities NO NO
Source: Field Data, March, 2018
Furthermore, areas for the several choices to every child‟s choice were not also implemented where the research was conducted. Children used normal classes rather than the special classes for every one choice to learn while at the care center as
Maria Montessori insisted in early learning programs, such as Kim‟s game room, drawing room and the alike.
Lastly, during the observation all care centers did not implement health care services at their areas to accommodate the children health services. They all depended on other health centers which were not nearby with the care centers.
55 4.1.3 Relationship between literacy level of Parents and their participation on
ECDCC
The fundamental aim of this part had required to establish the extent to which parents participated in their children‟s early childhood development through engaging in various activities which would help to improve teaching and learning, such as time the for children to relax/sleep at the center.
The study has found out that, children attending care centers under the supervision of their parents‟ accelerated their development orally and the pre-literacy skills by: improving standards in numeracy and literacy, positive behavioral and attitudinal changes, enhanced confidence and self- esteem awareness, that, learning was a normal activity throughout life and reduced their pressure from collaborative learning.
On the other hand, care givers and parents‟ had improved competence in literacy and numeracy for over 65% of the respondents as the following quotation from the respondent‟s shows as one Parent insisted that;
“Wakati wa mvua kama kipindi hiki namsaidia kumpeleka kituo cha kulelea na kumfuata baada ya vipindi kila siku. Pia mtoto anapohudhuria kituo cha kulelea anapata kujisimamia katika mambo mengi mfano kula peke yake, kuvaa na hata kujitawaza peke yake anapotoka kujisaidia” [During the rainy season like this time, I always help to and from the care center. Also, child when attending care center programme s/he manage to do his/her responsibilities such as eating, wearing and self cleanness after toilet] (Field interview, 16th March, 2018; Friday; 9:13 AM)
56 One care giver from the Herbert Gappa aged 25 years with secondary education and certificate of early childhood during interview explained that;
“Serikali iangalie mishahara kwa vituo vya binafsi hasa walezi wa vituo vya watoto wadogo, kwani wanapatiwa ujira kidogo sana (yaani chini ya kima cha mshahara wa serikali” [The government should look on private sectors salaries especially care giver at care centers, because they are paid very low wage] (Field interview, 8th March, 2018; Thursday; 11:03 AM)
Out of 35% respondents, also have shown improvement on their participation and created a better relationship with children at home as well as at the care centers, after their children had enrolled at ECDCC as one care giver from Tumaini care center insisted that;
“Napendekezakwa wazazi wawe wanawaandalia chupi za kubadilisha kituoni watoto wadogo (miaka 0-4) ili kuweka malezi yao vizuri. Pia kituo cha kulelea kiwe na bweni la watoto shuleni badala ya watoto kulala madarasani muda wa kupumzika unapowadia” [I suggest Parents‟ to make sure their children 0-4 years have enough underwear to help care givers exchange when required. Also, care center must have hostels/dormitories/resting rooms for children instead of resting inside their classroom during sleeping time] (Tumaini Care Center, 9th March, 2018; Friday; 1:26 PM)
Some parents have a lower level of awareness in their children‟s learning because of insecurity about their own skills and the past negative experiences at school, hence feared to be known from their children that they were not well educated. In the other hand, parents were not aware about how their children developed at CC while learning their programs such as eating style, sleeping and playing different activities.
57 Plate 4.1: Sleeping environment at care center during day time.
Source: Field Data, March, 2018
Parents‟ literacy level additionally, has been associated with the children‟s care center attendance as well as the basic intellectual growth (Buckingham, Wheldall, &
Beaman-Wheldall, 2013). Young children from parents having an advanced schooling generally, have a greater school vocabulary, faster language progression, and higher efficiency in intellectual tests, and better care center attendance. Only 5 parents had a higher learning education when compared to the big number of parents who completed O-Level education of all the respondents of the study.
For instance, one female parent aged 40 years from Budekwa Street, Sima ward responded that, there was no need to spend her time at home to deal with her child‟s education, as she believed what the care giver provided was enough, she said:
“Kwa ujumla sioni kama kuna haja ya kutenga muda niwapo nyumbani kucheza na mtoto au kumfundisha kwa sababu ninakuwa na majukumu mengi ya kifamilia pia yaliyofundishwa na mlezi wake kituoni yanatosha” [Generally I do not see any need to spend my time at home playing with a child or teach her because I have a lot to do at family, therefore, what was taught by the care giver is enough] (Budekwa Mtaa, Sima ward; 15th March, 2018; Thursday; 12:39 PM) 58 Some parents with professional qualifications ensure that their children enroll and remain in the care centers. While some parents with low levels of education had a negative attitude towards ECDC centers because they did not see an immediate feedback (MOEST, 2012). They were also not able to help their children in areas of academic difficulties which discouraged learners making them to dropouts. This was shown through different environment from the two care centers where the research was conducted. Another male respondent aged 45 years explained during an interview at Bomani, Somanda ward that:-
“Early Childhood Development Care Centers must be compulsory in every government pre and primary schools and its environment must be improved, to encourage every child aged to 4 years to attend and be provided cares. Parents’ also are required to enroll their children and to make a follow-up at ECDCC what children learnt. Because children at home adopt bad behaviors’ from adults through listening and imitating what they saw at home or in the street when playing with others” (Bomani, 9th March, 2018; Friday; 9:36 AM)
Also one female aged 37 years during an interview done at Herbert Gappa Catholic center insisted that;
“Watoto wa sasa hivi kuanzia miaka 2-3 wana uelewa wa hali ya juu sana, ivo tunaiomba Serikali iruhusu watoto waende shule (kwenye vituo vya kulelea) wasikae mitaani kujifunza tabia mbaya” [Today‟s‟ children aged 2-3 are very bright and intellectual, so the government should allow Care centers to enroll them at ECDCC and protect from bad behaviours at the street] (Herbert Gappa center, 12th march, 2018; Monday; 11:55 AM)
Studies have shown that, when parents were actively involved with their children‟ early childhood education, they were more likely to stay involved when their children entered the elementary school. “By encouraging parents‟ participation at the child care center, could help to support children beyond their early years and make their performance an important part of their education as well into the future” (The
Scottish Office, 2003)
59 Plate 4.2: Children eating under the supervision of their care givers
Source: Field Data, March, 2018
According to the study conducted at the two care centers, some parents‟ with a high education and medium, were aware and more literally on providing homework to their children, through their literacy level compared to those with a low level of education, whom only assisted their children in materials based and not academically. A parent from Nyamhimbi Street aged 27 years with a secondary education, responded as follows during an interview done by the researcher at his resident:-
“Kulingana na uelewa wangu kwa mwanangu anaporudi nyumbani, mimi hukagua kazi alizofanya kuona kama alichofundishwa shuleni ameandika au amefanya. Wakati mwingine humpa mazoezi yanayofanana na yale aliyopewa na mlezi wake kituoni kumpima kama ameelewa” [According to my understanding when my child returns from the care center, I always check the work s/he had done to see whether s/he had done the assignment provided by the care giver at the care center. Sometimes, I give him/her an assignment similar to what the care giver had done to check his/her understanding] (Field interview, 16th March, 2018; Friday; 9:13 AM)
60 In an interview, a male respondent aged 34 years at Ng‟waswale Street, Sima ward explained that;
Parents’ participation at ECDCC is very low in Bariadi District especially for males, only females are responsible to care for their children at home and also at the care center. This is due to a low level of understanding from Males on caring of their children. It requires education for the future generation as a solution of male parents’ to participate. We introduced Simiyu Youth Education Development Association to overcome the problem of male participation, on an early childhood development especially for male (Ng‟waswale Mtaa, 8thMarch, 2018; Thursday; 10:23 AM)
The researcher observed the Simiyu Youth Education Development Association at
Sima Street, was introduced to educate young boys aged from 18 and above, on how they were required to care their children during an early childhood, to overcome the problem of male‟s participation at CC and learning at home of children, through their parents‟ control support had no significant correction with the child performance. Thus, there were differential effects in child‟s performance with parents‟ literacy level and their awareness.
Through findings there was a link between the parents‟ literacy level and their children performance at the care centers because, parents with a low literacy levels, showed the following results: were less likely to help their children with reading and writing, felt less confident in doing so and were less likely to have children whom read for pleasure as well as to have children with lower levels of cognitive and language development. In this area of literacy level of parents also, the researcher conducted an interview under objective one, with the three sub-themes as follow; relation between parents‟ participation, literacy level of parents‟ participate at
ECDCC, efforts from ECDCC to improve parents‟ participation at ECDCC
61 Table 4.2: Relation between literacy levels of parents’ participation at ECDCC Relationship High Medium Low Total N % N % N % N % Parents‟ participation 4 18 10 46 8 36 22 100 Literacy level of 5 23 11 50 6 27 22 100 parents Efforts to literacy 2 9 12 55 8 36 22 100
Source: Field Data, 2018
From table 4.4 above regarding the relation between parent‟s literacy level and their influence to the child performance, the following data were obtained; Parents‟ with a high literacy level whom answered objective one were 4 (18%), medium level 10
(46%) and those with a low literacy level were 8 (36%).
In this sub objective, the low level of parents had increased compared to other levels due to the fact that, parents were required to show how they participated at the care centers. Sub objective two was answered as follows; parents with a high level of literacy increased from 4 to 5 (23%), medium level increased from 10 to 11 (50%), and the low literacy level were 6 (27%).
And the last sub objective it was answered as follows; parents with a high literacy level decreased from 5 on sub-objective 2 to only 2 parents (9%), medium literacy level were 12 (55%) and the low literacy level continued to increase when compared to other sub-objective where 8 (36%) were illiterate on early childhood education and how they could perform well on influencing their children to learn appropriately at the care centers.
The above variations were due to reasons that, many parents were not fully enhanced by the early childhood education before the adult age. Only what they 62 knew was paying fees and other businesses were left to the care centers and givers.
The medium level was more actively on issued of ECDC centers compared to other levels as a result many parents were either participated or not.
In addition, the variation evidence show that 5 parents out of the 22 parents with high literacy level about the care center, were more likely to understand its purpose and comply with the time table for the care center programs and more likely, were to create a safer home environments for their children and reduce the misbehaviors‟ children.
4.1.4 To Find Out Whether the Level of Parents’ Awareness on the Child
Development Influenced their Participation at ECDC Centres
In order to measure the parent‟s awareness, the study tested whether the educational performance of children was influenced by the parent‟s participation, the research has found out that, children were disadvantaged not only by the social class, but also, lack of parents‟ interest on their education development.
As one Parent aged 60 years during an interview at her resident, Sima ward explained that;
“Sisi kama wazazi ni vizuri tushirikishwe kwa mambo yanayohusu elimu ya mtoto kwa sababu tutajua wajibu wetu kuhusu uendeshaji wa kituo chetu cha kulelea watoto” [As parents, we appreciate when we are involved on issues related to our children‟s education because we will then understand our obligation when it comes to run our care center] (Sima Mtaa, Sima ward; 14th March, 2018; Wednesday; 12:19 PM)
On the other hand, the researcher found that, Care givers were not aware about their children what required to do as homework before they slept. For instance, all the two care centers lacked the applicable environment for children to sleep. Observation
63 made by the researcher showed lack of comfortable mattresses to lie on and hostels/dormitories, for children to sleep.
In the two care centers where the research was conducted, the infrastructures were poor and the national quality standards for caregiver child ratios, ventilation, and safety, were not met. However, good furniture was well arranged and applicable for the child development.
For instance, toilets were not constructed following the standards for the national guidelines. All care centers, used pitch latrines combined with a pre and primary schools, which was very dangerous for children less than 4 years, to achieve services properly as well as protecting them from diseases infections.
There were no potty chairs toilets, hand drying devices, toilet tissues and approved storage in toilet room for cleanness. Parents‟ were not aware about how to improve infrastructures at care centers even they attended meeting, some of them discussing the improvement of care centers environment ( Field Data, March, 2018)
To illustrate her understanding during an interview on the above, one female aged
33 years Care giver at Herbert Gappa Care Center answered that;
“Naomba katika vituo vya kulelea watoto pamoja na hiki vyoo rafiki vijengwe na kwa wale wenye mahitaji maalumu” [I request in all care centers and this one, to build toilets which are conducive for our children and those with special needs] (Herbert Gappa Care Center, 8th March, 2018; Thursday; 12:39 PM)
Duflo (2011) holds, that many parents are responsible to provide their children with the basic services but that they are not engaging to help their children in their studies.
In order to identify whether parents were aware of what level and discover the perceived barriers to their awareness, many respondents in the study areas 64 mentioned the competition in their lives such as working commitments, requirements for other children, difficulties on how to care their children at home and lack of knowledge about time management. Parents‟ difficulties with basic skills were also a barrier to involve in their children‟s education at care center (Bridget et al., 2002).
The care giver from Herbert Gappa care center in Sima ward said:
“In our care center, we use different forms of communication, to convey different messages to parents through their children. Some of these communication channels are more effective than others. The use of letters is the most commonly used in the care center although some parents find it difficult to answer these letters”. (Herbert Gappa Care Center, 8th March, 2018; Thursday; 2:20 PM)
This was supported by the observation made by the researcher during the checklist about health services, when CG showed the researcher a list of phone calls and letters, from the CC to parents requesting/informing about her/his child fitness during CC timetable.
There were three sub-objectives to measure the awareness of parents and care givers at this section as follows; the level of parents‟ awareness influenced childrens‟ enrolment at ECDCC, participation of parents at ECDCC and the importance for parents to take care of their children at home and at ECDCC as table 4.5 below;
65 Table 4.3: Levels of parent’s awareness
Awareness High Medium Low Total N % N % N % N % Enrollment at center 3 14 13 59 6 27 22 100 Participation at ECD 4 18 8 36 10 46 22 100 Care at home and at 3 14 12 55 7 31 22 100 care center
Source: Field Data 2018
Parents who answered the sub-objective one with a high awareness were 3 (14%), their children performed highly compared to other levels at ECDCC, while medium level 13 (59%), were almost average of the standard performance and those with a low level awareness 6 (27%) their children showed less results compared to others level.
Parents who answered the sub-objective 2 during an interview also, showed the following results; Parents with a high level of awareness on participation were 4
(18%), medium level of participation were 8 (36%), and those with a low level of awareness were 10(46%).
However, with the sub-objective three it was difference from its results where parents with a high level of awareness decreased from 4 to 3 (14%), medium level of awareness, increased compared to sub-objective 2 where were 12 (50%) and lower level of awareness parents were 7 (31%)
66 Also supported by a care giver from Tumaini Care center who said:
“Wazazi wanatakiwa kutupatia ushirikiano hasa katika kuwalea watoto kimaadili na kitaaluma ili wasiwape muda mwingi wa kuangalia televisheni na michezo ambayo haitawasaidia. Lakini si mbaya kupata siku ya kwenda matembezi na watoto wao na kuwaonya katika mambo ambayo wanafanya kinyume na maadili ya familia na Taifa katika mazingira tofauti na nyumbani” [Parents are required to provide a support especially in caring children in good behaviors and academically, in order to protect them from watching television and other activities which did not help in their development, and also it was good to have time to share with their children by educating them on good and bad behaviors, according to our society and Nation at whole] (Tumaini Care center, 9th March, 2018; Friday; 03:10 PM)
This was attested during an interview with a care giver at Tumaini and Herbert
Gappa Care Centers that;
“Mimi naiomba serikali na washika dau wengine waboreshe malezi ya watoto wadogo kwenye vituo vya kulelea watoto kwaani wanapaswa kupata mafunzo muhimu sana kwa maisha yao ya baadae na ustawi wa Taifa lao kwa ujumla” [I request the government, to improve early childhood care at care centers because children are required to get good foundation of learning for their better early childhood development of their Nation in future] (Tumaini Care Center, 9th March, 2018; Friday; 1:50 PM)
“Walezi wa watoto waweze kuthaminiwa katika idara ya elimu kwaani wanalipwa ujira/mshahara kidogo sana wakati wao ndio wawekezaji wakuu wa elimu zinazofuata kwa mtoto. Wazazi waelimishwe zaidi faidi za kupeleka watoto wao kulelewa na kupata mafunzo kwenye vituo vya kulelea watoto wadogo (miaka 0-4)” (Herbert Gappa Care Center, 8th March, 2018; Thursday; 12:35 PM)
These variations of levels of awareness were due to parents attitudes on early childhood education that was why, some parents with high, medium and low level of understanding from interviewed above, were equivalents even to their children performance at the centers.
Many parents also had shown a medium level of awareness, followed by low level group. This shows a high variation of medium and low level of parents compared to the little number of parents with high awareness of participation.
67 4.1.5 Influence of Parents’ participation on child performance on ECDCC
In order to show the parents‟ participation on child performance, different levels have additionally been associated with child performance and attendance, as basic intellectual growth (Buckingham, Wheldall, & Beaman-Wheldall, 2013). Young children from Parents having advanced schooling generally, have greater school vocabulary, faster language progression, and higher efficiency in intellectual tests, and better care center attendance.
This was framed by male respondent aged 39 years with child at Tumaini care center in Somanda ward said:
“The older siblings and other children from the neighborhood are sometimes called for assistance as we only provide our children help in our areas of specialization. In some cases, there are neither older siblings nor children from the neighborhood that may assist our children. That really frustrates our children as most of these home works will be needed the following day and we could not assist them as parents. When asked by the researcher what he thought may be the solution to the problem, the parent went on to suggest that, care givers should clearly explain the homework before they give it to the children especially in difficult learning areas such as pronouncing letters “a”, “o” and alike (Nyamhimbi Mtaa, 15th march, 2018; Thursday; 12:39 PM)
In order to measure the third objective, four sub-objectives (themes) were used to observe how the levels of parents and care givers could influence child performance as follow; influence of parents, kinds of participation, child performance and participation of parent to CC. In order to show her awareness during caring of children, one care giver from Tumaini care center with a Diploma in early childhood complained that;
“Kwa maoni yangu kama mlezi wa watoto, kuhusiana na mtaala ulioboreshwa kufundishia watoto wadogo, upande wa saundi haupo vizuri. Ukitaka kusaundi zinapishana na picha zake tofauti na zamani vitabu vilikuwa viko vizuri kwa mfano, “b” for “book” kwa sasa ni “b” for “bus” ni vitu viwili tofauti” [In my opinions as a care giver, new curriculum especially for early childhood education, teaching sound is 68 not arranged well. When you want to sound it differ from what image you targeted compared to old curriculum which were correct. For instance, “b” for “book” but now “b” for bus two different things] (Field interview, 9th March, 2018; Friday; 3:10PM
Fathers‟ understanding of their young children‟s development in language through his literacy level is associated with being better prepared to support their children (Cabrere et al, 2014). This was echoed by the response with medium literacy level from a parent in Bomani Mtaa, Somanda ward during interview who said that:
“We are not familiar with the new learning areas, making it very difficult for us to assist our children with homework. The care center is not doing much to orient us on these different learning areas that are being offered in the center. This creates a gap between the home and the care center as most of parents, are not well versed on that which was being done at center”. (Sima Street, 16th March, 2018; Friday; 03:04 PM)
The researcher found that, Care center encourages parents to help their children with homework. Some parents are willing to do so. However, when parents did not have sound literacy skills, it was difficult for them to read to their children and assist them with homework.
Care centers as institutions of learning, seem to be playing a little role in empowering these parents and improving their literacy levels and these impacts negatively, in the day to day learning of their children and subsequently leads to a poor learner performance at future.
69 Plate 4.3: Care giver assisting child at care center
Source: Field Data March, 2018
From the literature review, Orodho et al. (2013) views were different from one male parent with Bachelor degree during an interview at Bomani, Somanda ward who said;
“Kwa upande wa watoto wanaolelewa katika vituo vya kulelea watoto, sioni kama ni suala muhimu sana watoto kukaa katika vituo kwani watoto wanaweza kuwa na tabia mbaya tofauti tofauti. Pia watoto wanaweza kuwa na mapenzi na walezi wao kuliko wazazi wao” [On the side of children at the care center, there is no need of attending early childhood development care center because, children can learn different behavior from other children and also, be familiar with their care givers rather than their Parents] (Bomani Street, Somanda ward, 13th March, 2018; Tuesday; 8:26 AM)
During the observation and interviews the researcher found that, many parents were not aware of how to assist their children so as to perform well at the learning activities through care centers. Issues like work commitment shown to reduce real participation of parents as well as economic factors at the family level. Furthermore, care givers were suffering from inadequate supplies of teaching and learning materials which could help a child to learn appropriately at home and care center.
70 During an interview with one female aged 20 years with a certificate of early childhood care giver at Tumaini care center, the researcher observed low level of understanding from respondent as the following comments she wrote show;
“Mimi napedelea malezi ya watoto yadumishwe kwa sababu wanapata uelewa sana, kwani usipokuwepo ulelezi wa watoto, watoto watakuwa wanasubua sana wakiwa wanaigia tu moja kwa moja shule za awali na msingi” aimed to say; “Mimi napendelea malezi ya watoto yadumishwe kwa sababu wanapata uelewa sana, kwani usipokuwepo ulezi wa watoto, watoto watakuwa wanasumbua sana wakiwa wanaaingia tu moja kwa moja shule za awali na msingi” (Tumaini care center, 9th March, 2018; Friday; 1:50 PM)
The researcher found that, it was very difficult for the care giver to educate children while herself suffering from lack of better knowledge, even to write in Kiswahili during an interview. Care centers stakeholders must be careful during employment of such care givers at care centers
Table 4.4: Levels of parents’ participation to influences child performance
Levels High Medium Low Total N % N % N % N % Influence of parents 3 14 8 36 11 50 22 100 Kinds of 2 9 13 59 7 32 22 100 participation Child performance 3 14 9 40 10 46 22 100 Participation by care 4 18 10 46 8 36 22 100 giver
Source: Field Data, March, 2018
71 From table 4. 6 above, the following variations obtained were as follows;
The variation levels of parents which influenced to child‟s performance are caused by different reasons. First, parents with a high influence to their children were only 3
(14%) out of the 5 parents with higher education among those interviewed. This is because the education for the child‟s caring at home and at care centers, is not compulsory to any level of education in our country apart from those specialized in this career only.
Another variation in this area is between the medium and lower level parents with the influence to child‟s performance. All these levels were in high percentages as the medium level were 8 parents (36%) of parents interviewed while the last group in this sub-objective, was the low level influenced group whom were 11 and took 50% of the total parents‟ interviewed. The high variation low level to have a high percentage at this sub-objective was due to the Illiterate of many parents interviewed pertaining the influence of parents‟ to their children performance.
In the second sub-objective, only the medium group had an increase in percentage when compared to other groups. Parents‟ at this level were 13 (57%) out of the 14 parents with the medium level of education. By looking their variation in this sub- objective with a high level of parents‟ influence whom were only 2 parents (9%) and able to show variation of their child‟s performance before and after the enrollment at the care center which created a high performance of their children.
Sub-objective three was constructed to major the level of variation of the child‟s performance before and after the enrollment at the as follow;
72 Only 3 parents (14%) out of the 22 interviewed parents within a high influence were able to show variation of their children performance before and after the enrollment at the care center. Medium group was those parents with a medium level of influence to child performance whom were 9 parents (41%) and were more than a half of all parents interviewed during this study. The last group was the low level influenced parents‟ to the child performance who were 10 parents (45%), and were not able to show the variation of their child‟s performance before and after the enrollment.
The last sub-objective was to require parents to show their influences to care givers who can perform well their duties actively. The high levels of influenced parents‟ to child performance were 4 (18%) out of the 22 parents‟ interviewed whom showed active participation to care givers. The medium influenced group, were 10 (46%) out of the 22 parents who showed a positive influence to care givers. Other level used to measure the variation of the child‟s performance was the low influenced parents.
This group scored a high percentage than other levels in this sub-theme. There were
8 parents (36%) whom were able to show the variation of their child‟s performance through care givers influenced by the parents‟ participation.
Therefore, the variation of the child‟s performance was due to the levels of parents‟ such as levels of literacy, awareness and also education.
4.2 Chapter Summary
This chapter has explained results and research findings, on the influence of literacy and awareness level on parents‟ participation during an early childhood development at care centers through three main objectives. The chapter has provided different
73 findings from respondents and their variation in each sub-theme, which helped the researcher to measure their variation.
For instance, parents‟ understanding of their young children‟s performance in learning through their literacy level, were associated by better preparation to support their children. The next chapter presents discussions of the results and findings.
74 CHAPTER FIVE
DISCUSSION OF THE RESULTS
5.1 Introduction
The purpose of this discussion is to interpret and describe the significance of findings, in the light of what it is already known about the research problem being investigated and to explain any new understanding or insights about the problem, after it has taken the findings into consideration.
The discussion will always connect to the introduction by way of the research questions or objectives posed and the literature and which emphasised the three objectives as the research findings presented.
5.2 Relationship between literacy level of Parents and their participation on
ECDCC
The fundamental aim of this objective discussion was to establish the extent to which parents participated in their children‟s early childhood development, through the engagement in various activities which help to improve teaching and learning at care centers.
The study has found out that, children after attending care centers under the supervision of their parents‟, accelerated their development orally and their pre- literacy skills by improving the standards in numeracy and literacy, positive behavioral and attitudinal changes, enhanced confidence and self- esteem awareness, that learning was a normal activity throughout life and reduced pressure from the collaborative learning.
75 In order to assess this objective, the following sub-objectives were discussed to show their results. Parents and care givers participation through their literacy level and efforts to improve their literacy on an early childhood education and care. The following results were obtained from the study.
Parents who showed active participation through their literacy under higher education were 4 (18%), medium level of literacy was 10 (46%) and low level literacy was 8 (36%).
The variation of these levels were as follows; parents with a high education who had a high level, of relationship of literacy level decreased from 5 in their demographic to 4 (18%), medium group also decreased from 14 with secondary education to 10
(46%) and the last variation was that of the low level who increased from 2 parents with primary education to 8 (36%)
The above variation on this sub-theme was due to many parents being faced by different activities at home, such as work commitment, business issues and family matters which hindered them to assist their children.
The variation was high in each level due to the fact that, early childhood education and care was a new term to many parents. Sticht (2010) research supported and attested that, mothers who had received training showed improvements in their own behavior and caused changes to their infants‟ behavior.
Second sub-objective, discusses the literacy levels of parents and how they could support an early childhood education at home and at the care centers. The following results were obtained from the respondents interviewed. Parents with a high level of
76 education who showed a high literacy level were 5 (23%), medium education level of literacy was 11 (50%) and those with a low level were 6 (27%).
Their variation were as follows; parents with a high education whom were in a high level literacy decreased from 5 to 2 (9%), medium group of education with medium level of literacy, decreased also from 14 to 11 (50%) and those with a low level education who showed also a low level of literacy increased from 2 to 6 (27%) out of 22 parents interviewed.
Another sub-objective discussed was how to measure the parent‟s efforts to improve their literacy level on an early childhood development and care centers. Parents with a high education whom showed efforts on improving their literacy consigning early childhood education, were 2 (9%), where medium level were 12 (55%) and parents with a low level were 8 (36%).
Their variation were as follows; parents with high education under high level efforts decreased from 5 to 2 (9%) while those with medium level also decreased from 14 to
12 (55%) and those with a low level increased from 2 to 8 (36%) out 22 respondents.
The above variation of results was due to the reason that, there was no any induction program at all care centers which could provide current knowledge, on early child hood education to parents. Few parents acquired their knowledge through private study apart from government as well as care centers stakeholders.
Furthermore, many parents were not well educated on how to develop child‟s requirements at home and at the center, and not could use properly their literacy to create equal opportunities to the children development. Orodho et al. (2013) reported
77 that, better educated parents appreciated the value of education more than illiterate ones and this plays a significant role in enrolling children to care centers
The discussion shows that, when parents were actively involved with their child‟s early childhood education, they were more likely to stay involved when their children enter elementary school. The researcher has found out that, by encouraging parent participation at the child care center through their literacy, could help to support children beyond their early years and make their performance an important part of their education as well into the future life.
The researcher has found out that, better educated parents appreciated the value of education more than illiterate ones and this played a significant role in enrolling children to the care centers. Illiterate parents are not able to assist their children progress in education both personal and materially. Parents with low literacy levels find it difficult to assist their children at home as they rely on siblings and neighbors for assistance. According to the study, parents only visited the school when they are invited (Breen, et al 1994)
Moreover, care givers whom are well trained are close with their children at care centers as a result they created a good relationship through supervision and assistance provided to their children. For instance, during lunch time, breakfast or attending toilets, care givers provided good services which created relation all the time within the care center.
This discussion shows that parents‟ literacy level about their children development academically skills, such as numbers are limited. However, the available variation data show that, parents who understood about how their children developed
78 language were are more likely to have children with emerging literacy skills such as letter sound awareness.
From this discussion, the variations of parents with their literacy level found that, care givers with a high literacy level of child development at care centers were more likely to provide services such as books and other learning materials which were tailored to children‟s interest and age and engage in more reading, talking, and storytelling, related to care givers and parents with less literacy.
The researcher also has found that, parents whom were divorced due to lack of literacy mostly, did not work together for the benefit of their children as they were busy fighting for the custodian of their children and also property. They did not even want to come. This stressed children as they were deprived of parental love and care
Although some parents attended events organized by the care centers, some viewed such meetings as community gathering mainly for the purposes of socialization.
Moreover, parents‟ representation in these care centers‟ meetings are sometimes lacking due to the fact that, some parents did not understand the structure of early childhood development care center.
The study found that, "no simple correlation between parents' literacy level, educational background, amount of time spent on literacy work with children and the overall achievement" (Chall & Snow, 1982).
Parents‟ who did not know that learning begins at birth, are less likely to engage in practices that promoted learning during infancy such as reading to infants or appreciate the importance of exposing infants and young children, to hearing words and using language. 79 In addition, variation evidence show that, 5 parents out of the 22 parents with a high literacy level the about care center were more likely to understand its purpose and comply with the time table for care center programs and also likely to create safer home environments for their children and reduced misbehaviors‟ children.
5.3 Level of Parents’ awareness on child development influence their
participation at ECDCC
Parent‟s awareness, is discussed through their levels of awareness on participation in different activities at home as well as at care centers. Levels were categorized in three parts; high, medium and low level. In this objective two, there were three sub- themes discussed to major parents and care givers awareness which are; enrollment at care centers, awareness on participation and care at home and at the center.
Awareness is objective and equates with the ability to make forced level of performance (Merikle, 2013)
First sub-objective enrollment at care center, parents‟ with a high education who showed high level of awareness were 3 (14%), medium level of education with active awareness on participation were 13 (59%) and those with low awareness on participation were 6 (27%).
The variation obtained were as follow; Parents with higher education decreased from
5 to 3 (14%), those with medium level of education who provided positive awareness decreased also from 14 to 13 (59%) and with low level of education and provided low level of awareness on participation increased from 2 to 6 (27%). This variation shows an indicator of poor awareness on enrollment of children at care centers.
80 The second sub-objective discussed was to measure the awareness of parents and care givers on their participation at care centers. The following levels and variation were obtained. Parents and care givers with higher education who provided a high level awareness were 4 (18%), while with medium education provided a medium level on participation were 8 (36%) and those with low education showed low level awareness on participation were 10 (46%). The variations of these levels were determined as follows;
Parents with higher education who provided high level awareness decreased from 5 to 4 (18%), with medium education provided medium level awareness also decreased from 14 to 8 (36%), while those with low education provided low level awareness increased from 2 to 10 (46%) as a result that, awareness on participation at all two care centers from parents and care givers, was very low.
The third sub-objective discussed was to measure how parents were aware at home and at care center. The following results were obtained from the respondents of the two care centers. Parents with high education decreased in providing caring at home and the at care centers from 5 to 3 (14%), with medium education provided medium level of caring at home and at the care centers also decreased from 14 to 12 (55%) and those with low education lacking knowledge on child caring at home and at care center increased from 2 to 7 (31%).
These variations were due to lack of early childhood education to many parents because at the care centers and at home environments, parents‟ were not providing children their requirements to fulfill their needs. For instance, assisting children though learning, eating, storytelling, playing and also time to play with their children at home as well at the care center. Furthermore, even those with a high level and 81 medium level were not aware on providing full potential requirements of their children.
Masten and Cicchetti (2010), supported by saying that, effectiveness in one domain of competence in one period of life, becomes the scaffold on which later competence in newly emerging domains develops competence begets competence.
The researcher observed the Simiyu Youth Education Development Association at
Sima Street, which was introduced to educate young boys aged from 18 and above on how they are required to care their children during early childhood to overcome the problem of male participation CC.
The researcher also, observed the CC meeting attendance and issues been discussed at Herbert Gappa and Tumaini CC. For instance, at Herbert Gappa CC Parents‟ discussed issues of improving meals and mattress for sleeping at CC. At Tumaini
CC also, issues like implementation of play grounds, toilets, and water services were discussed during the parents‟ CC meeting. However, there was a low number of male parents‟ attended compared by female parents, whom showed lack of awareness from male parents, to participate on issues pertaining early childhood development and CC programs, especially in Bariadi District where the research was conducted.
This supported by observation done by the researcher during checklist consigning health services when CG showed researcher a list of phone calls and letters from CC to the parent requesting/informing about her/his child fitness during CC timetable.
Parents‟ participation in child performance has been linked to the academic readiness (Fan and Chen, 2001). However, parents‟ differ in their attitudes about the 82 role of parents in children‟s learning and performance (Hammer et al, 2007). The study observed parents as having a central role, while others view the care centers as the primary facilitator of child development, as parents leaving a less of the role.
According to the study, parents with high education and medium were aware and more literally on proving homework to their children, through their literacy level compared to those with a low level of education.
However, learning at home through parents‟ control support had no significant correlation with child performance. Thus, there were differential effects in children‟s performance with the parents‟ literacy level and their awareness.
Through discussions, there was a link between parents‟ literacy level and their children performance at the care centers, hence, parents with a low literacy levels showed the following results: that they were less likely to help their children with reading and writing, felt less confident in doing so, and were also less likely to have children who read for pleasure, and lower cognitive as well language development levels
5.4 Influence of Parents’ participation on child performance at ECDCC.
This objective, discusses a shared literacy activities such as book reading also exposes children performance to new words and words they may not encounter in the spoken language, stimulating vocabulary development beyond what might be obtained, through toy-playing or other parent-child interaction at home and at the care center. All the above activities can be performed well when parents and care givers, provide an equal chance to enhance child performance through their participation.
83 Mmotlane, et al (2009) supported and they said that, “parental participation promotes children‟s social and interpersonal relations with the whole development system”. These parents fail to take full responsibility of their children and then ultimately, delegate their responsibility to the Caregivers. Sing, et al as quoted by
Lombard (2007), supported that “Parents send their children to Care Centers with the expectation that they will get quality education”.
In order to assess the levels and variations related to the influence of parents‟ participation on child performance at ECDCC, the study has discussed four sub- objectives under objective which are the; influence of parents and care givers to child performance, kinds of participation to influence child performance, child performance before and after enrolled at the care centers and the influence of parents to care givers on child performance.
This sub-objective (theme) intended to discuss the levels of parents on how they could influence child performance. Duflo (2011) supported and asserted that, many parents are responsible to provide their children with the basic services but that they are not engaging to help their children in their studies. The first sub-objective was to measure the influence of parents to the child performance. The following were the results obtained from respondents;
Parents whom influenced their child‟s performance from higher education under a high level influence were 3 (14%), medium level of education with medium level influence were 8 (36%) and low educated parents with a low level influence to child‟s performance were 11 (50%). Their variations were as follows;
84 Parents with high education within those high level parents decreased from 5 to 3
(14%) while those with medium level influence to child‟s performance decreased also from 14 to 8 (36%), lastly but not least were those parents with a low level influence to child‟s performance who increased from 2 to 11 (50%).
The second sub-objective was intended to discuss kinds of participation from parents and care givers which influenced child‟s performance at care center. The following results and variation obtained from respondents.
Parents with higher education whom had a high level of participation at the care centers, were 2 (9%) medium level of participation were 13 (59%) and low level participation parents and care givers were 7 (32%). Their variations were as follows;
Parents whom were providing positive participation at the care center with high level participation, decreased from 5 to 2 (9%) while medium influenced level also decreased from 14 to 13 (59%) and parents with low influenced level, increased from 2 to 7 (32%) as a result many parents and care givers were not influenced by the child‟s performance due to the number of low level influence parents and care givers, to be high than its normal level.
The third sub-objective was to discuss child‟s performance before and after been enrolled at the care center. The following results were obtained from parents who responded the interview.
The number of parents whom were able to explain differences of their children‟s performance were determined by parents with higher education and to showed their child performance 3 (18%), while with medium level of education were 9 (40%) and
85 the low level parents who are either able or not able to show differences of their child‟s performance were 10 (46%).
Their variations were as follows; those with higher education level with high child‟s performance, decreased from 5 to 3 (14%) while those with medium level of influence also decreased from 14 to 9 (40%) and those with low level of influence to child‟s performance increased from 2 to 10 (46%).
This variation was due to the reason that, many parents and care givers were not aware, on how to determine the child‟s performance before and after enrollment at the care center. The above variations also was due to the lack of knowledge on assessment to parents and care givers, because, many parents and care givers only depended on examination results, to assess their child‟s performance before and after enrollment at the care centers..
The last sub-objective on the third objective was to discuss the influence of parents to care givers participation on child‟s performance at the care center. The following results were obtained from all two care centers. Parents with higher education whom showed a high level of parents‟ participation to influence child‟s performance were
4 (18%), medium level 10 (46%) and low level were 8 (36%).
The variations from the above results were as follows; Parents with high level decreased from 5 to 4 (18%), while medium level decreased also from 14 to 10
(46%) and the low level influence increased from 2to 8 (36%).
The above variation in this sub-objective, shows low parents participation to influence child‟s performance at the care centers, because, two levels of measuring their influence to their participation, decreased when compared to the number and 86 percentages of parents and care givers in the low level influence which increased. If education on parents and care givers participation to influence child‟s performance will be provided to care givers and parents, the variation in their participation will be reduced and provide a high influence to all parents and care givers at home and at the care centers as recorded by respondents.
Discussions have found out that, 8 children from low literacy level status and minority children frequently had smaller vocabulary compared to 4 children from a high literacy level status and differences could increase over time.
This differential arises from variations in speech cultures observed from parents, which are limited to their literacy level status. The higher educated parents with literacy level, is associated with more and more varied English language and other conversation which contribute to bigger vocabularies as well improved children‟s performance at the care centers.
Matanda (2007) supported and said that, the engagement of parents at home to ensure better learning for their children, is viewed in different ways, as parents are generally shown to provide the typical care of children, that adequately contributes to their ability to learn, such as providing food, health care and candles/lanterns
The researcher found that, if parents will reduce these variations would help to close the gap between higher, medium and the lower literacy level parents, sharing one care center by providing early childhood education, to all parents/stakeholders in early childhood development programs
87 5.5 Chapter Summary
This chapter has discussed how literacy level and awareness of parents‟ could influence an early childhood development and education performance by providing different levels of parents‟ literacy and awareness as well as variation of child performance before and after intervening factors from different stockholders.
The chapter has gone further to discuss the effectiveness of literacy level and awareness of parents, where parents‟ had the greatest influence on the performance of young people, especially less than 4 years of age through supporting their care and learning at home as well as at the care centers. The following chapter winds up the dissertation by presenting a summary and conclusions from the study as well recommendations for further studies.
88 CHAPTER SIX
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
6.1 Introduction
In this chapter, the study represents the key conclusions drawn from the analysis of the findings of this study. Recommendations which are supported by these conclusions are also presented on how the situation could be improved. The previous chapters have dealt with a number of issues concerning the problem under investigation.
Chapter one has dealt with the background to the problem, the statement of the problem, the purpose of the study, and the objective of the study: Two with literature review, Three with the research methodology, design and approaches needs to realize the research objectives identified in chapter one; Four with the results and findings, Five with the analysis and discussions of the study findings, and finally chapter six presents the summary of the findings, conclusions and recommendations.
6.2 Summary of the Study
The study sought to establish the influence of literacy level and awareness of parent‟s participation during ECDCC programmes. The study was carried out in two
Care centers to children less than 4 years in Bariadi District, specifically Bariadi TC.
The area has a less number of care centers conducting ECDCC with children less than four years. The study has focused on finding out whether parents‟ awareness level and literacy level, impacted on their participation to ECDCC programs through variations of each group.
The study also sought to understand different variations and why such variation.
What were the reasons of such variations and the relation between literacy level of 89 parents, and the level of parents‟ awareness were interviewed to find out if parent‟s participation impacted on children performance at ECDCC.
Most of these factors were emanating from the lack of awareness among parents on the importance of ECDCC. It was concluded that, parents in these care centers did not take the early childhood development education of their children seriously, probably because they did not consider ECD at the care centers as an important stage in a child‟s development. They are not providing special consideration in areas like feeding, learning, playing and other programs, which are crucial in children‟s growth and development
Most parents on the other hand, had gained O-level, A-level educations and higher education an indication that they were literate; however their participation is not satisfactory probably because they were not aware of the importance of children‟s formative years in ECDCC.
Only what they regard was to pay fee and other business remain to care centers owners, who did not even make any arrangement of feeding programme with balanced diet as well as improving CC infrastructures.
This study, was guided by the Family System Theory proposed by Boss et al (1993) which states that; “families are interconnected units in which each member exerts a reciprocal influence on the other members”. The study findings illustrate that, there are close relations between literacy level, awareness, child performance and parents‟ participation at ECDCC.
Findings indicate that, the availability of facilities and other learning and teaching materials, varied from one care centers to another but the overall all the care centers 90 do not have an adequate implementation of these materials from government and care centers owners. This explains why care centers rely on other donors including parent‟s participation, through their literacy level and awareness to improve ECDCC and their learning environment in terms of eating balanced diet, improving classroom, supply of furniture, implementation of play grounds, dormitories, transportation and other facilities applicable to child development.
6.3 Conclusions
Despite of the increase in addressing the importance of parents‟ participation during an early childhood at care centers, a little has been done to analyze the influence of parents‟ participation on early childhood development through their literacy and awareness, to child performance at care centers.
6.3.1 Relation between literacy level of parents and their participation at
ECDCC
The relationship between the literacy levels of parents‟ provides better results to children with high level of education when compared to those with low level of education. Many parents were not aware on how to assist their children so as to perform well at learning activities through care centers.
Parents‟ difficulties with basic skills are also barriers to involve in their children‟s education at the care centers which reduces performance as well as enrollment and lead to drop outs.
91 6.3.2 Levels of parent’s awareness on child development and their influence to
participation
In order to identify whether parents were aware, objective two shows what level could parents discover the perceived barriers to their awareness, parents cited the competing demands in their lives such as, demand of other children, childcare difficulties and lack of time generally. Issues like work commitment also has shown to reduce real participation of parents as well as economic factors at the family level.
6.3.3 Influence of parents’ participation on child performance at ECDCC
Parents‟ are suffering from inadequate supplies of teaching and learning materials, from care centers and government at large which could help a child to learn appropriately at home and the care center.
The study has found out that, parents with an experience of 3-5 years in caring children were not exposed even to a short course, on how to teach children with applicable knowledge depending to time and the development of science and technologies in the society
In addition, objective three shows how parents‟ relationship between care givers, care center owners and parents, were severely limited and care givers did not visit the children‟s home environment after care centers activities. This showed from absence of home visitation timetable at all care centers research conducted.
Conversely, parents did not visit the care centers premises to check on their children‟s activities, unless they were summoned to attend meetings. It was also established that, care centers with low level of parents awareness and low level of understanding, failed to provide good contribution on the care centers‟ requirements
92 on meals, mattress, playing equipments, toys and requirements, because whatever nutrition, sleeping style, playing and different activities their children received, depended on the parents ability to contribute financially or in kind through their meeting.
6.4 Recommendations and areas for a future research
Parents‟ participation through their literacy level and awareness, led to the lack of proper interaction in early childhood, which can exact a large costs on individuals, their communities and society more generally. The effects are cumulative and the absence of appropriate childcare and education, in the less than four years of age range can exacerbate further the poor outcomes, expected for children who suffer from inadequate early childhood development care centers during the critical first stage of their development.
.Research shows that, there are large gains to be had from investing in early childhood development. Yet despite of all the evidence on the benefits of ECD, no country in the developing world, can boast of comprehensive programs that reach all children, and unfortunately many fall far short.
Programs catering to the very young are typically operated at a small scale and usually through external donors or NGOs, but these too remain limited. For example, a recent study found that the World Bank made only $2.1 billion of investments in ECD in the last 10 years, equivalent to just a little over 3 percent of the overall portfolio of the human development network, which totals some $60 billion (Sayre et al., 2013).
93 The researcher suggests that, care center encourages parents to help their children with homework. Some parents are willing to do so. However, when parents did not have sound literacy skills, it was difficult for them to read to their children and assist them with homework.
In connection to the findings and recommendations the following areas are well focused for a future research. The future research may be conducted on the following areas:
An intensive follow-up of all children starting from the care centers and
continuing through their first two years in pre-primary school should be
instituted on how parents‟ participated.
As this study was conducted only on private day care centers in one district
of Bariadi, there is a need to replicate the same study in other areas,
specifically in public day and boarding care centers country wide, to
determine whether the situation of parents‟ participation through their
literacy level and awareness at care centers in these areas are similar to the
one prevailing in Bariadi district, and if so, how wide spread is the problem
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104 APPENDICES Appendix I: A Consent Note for Parents and Researcher I MONGAI JUMANNE of The University of Dodoma, wish to collect data from my study “Influence of Literacy and Awareness on Parents’ Participation during Early Childhood Development at Care Centers in Tanzania: A Case Study of Bariadi Town Council”. I have considered you------to be useful in assisting me to provide information through interviews. Before you participate I ask you to read the attached consent form for your action. ------Mongai, Jumanne
Parents and Researcher Response: I will participate ------(put a tick) I will not participate------(Put a cross)
105 Appendix II: A Consent Note for Care giver and Researcher
I MONGAI JUMANNE of the University Dodoma, wish to collect data from my study “Influence of Literacy and Awareness on Parents’ Participation during Early Childhood Development at Care Centers in Tanzania: A Case Study of Bariadi Town Council”. I have considered you------to be useful in assisting me to provide information through interviews. Before you participate I ask you to read the attached consent form for your action. ------Mongai, Jumanne
Care giver and Researcher Response: I will participate ------(put a tick) I will not participate------(Put a cross)
106 Appendix III: Parents’ Interview Guide
A. Introduction 1. How old are you? 2. What is your level of education? 3. How many children do you have at your family? 4. Are they all attended/attending preschool after Early Childhood Development Care Center?
B. Relation between literacy levels of Parents’ and their participation at ECDCC. 5. How your children benefit through your literacy level of participation at ECDCC? 6. Do you have any knowledge concerning to parents‟ participation at ECDCC? 7. If Yes, where did you get that knowledge? And if No, how do you participate at ECDCC? 8. In your opinions, why literacy level of parents‟ importance at ECDCC?
C. Level of Parents’ awareness and it is influence to Parents’ participation at ECDCC. 9. Do parents‟ participation contribute to Early Childhood Education Enrolment at ECDCC? 10. If Yes, how? And if Now, why? 11. What kinds of participation you have been involving at ECDCC? 12. Do you think it is important for Parents‟ to take care of their children at ECDCC? If Yes, how? And if No, why?
D. Influence of Parents’ participation on child performance at ECDCC. 13. Do you think ECDCC importance to Early Childhood Development and performance? 14. If yes, what are the importances of Parents participation at ECDCC to child performance? 15. If No, what do you suggest on ECDCC and Parents‟ participation?
107 16. What is the variation of child performance before and after participation of Parents‟ at ECDCC? E. Recommendations 17. Are ECDCC and Parents‟ participation important to our community? 18. If Yes, give your opinions and if No, suggest the ways to improve Parents‟ participation at ECDCC.
108 Kiambatisho IV: Hojaji ya wazazi/walezi wa watoto majumbani
Ndugu mpendwa,
Mimi Mongai Jumanne mwanafunzi kutoka Chuo Kikuu cha Dodoma (UDOM), ninayesoma Shahada ya Uzamili katika Taaluma za Maendeleo (MADS). Kwa sasa ninafanya utafiti juu ya “Uwezo wa Uelewa na Mchango wa Ushiriki wa Wazazi Kipindi cha Makuzi ya Watoto Wao Kwenye Kituo cha Kulelea Watoto Wadogo Wilaya ya Bariadi, Tanzania”
Kwa moyo mkunjufu, ninakuomba unipatie ushirikiano kwenye mahojiano yangu ili niweze kukamilisha utafiti huu. Nina matumaini na ninakuhakikishia kuwa taarifa utakazonipatia zitakuwa ni siri na hazitatumika kinyume na matakwa ya utafiti huu.
A. Taarifa za awali
1. Una umri wa miaka mingapi? …………….
2. Una kiwango gani cha elimu? ………………
3. Una watoto wangapi katika familia yako? ……………………….
4. Watoto wote wamehudhuria/wanahudhuria shule ya awali baada ya kupitia kituo cha kulelea watoto? …………………………………..
B. Uhusiano kati ya uelewa wa wazazi na ushiriki wao kwenye kituo cha kulelea watoto.
5. Ni kwa namna gani watoto wako wanafaidika na kiwango chako cha uelewa na ushiriki wako katika kituo cha kulelea watoto? ….…………………………………………………………………………………… ………………………………………………………………………………………… …
6. Una ufahamu wowote kuhusiana na ushiriki wa wazazi kwenye kituo cha kulelea watoto? ………………………………………………………………………………………… …………………………………………………………………………………………
109 7. Kama ndiyo, uliyapata wapi mafunzo hayo? ……………………………………………………
Na kama siyo, unashiriki vipi katika kituo cha kulelea watoto? …………………………………………………………………………………………
8. Kwa maoni yako, kwa nini kiwango cha uelewa kwa wazazi ni muhimu katika ushiriki wao kwenye kituo cha kulelea watoto? ………………………………………………………………………………………… …………………………………………………………………………………………
C. Kiwango cha ushiriki na mchango wa wazazi kwenye kituo cha kulelea watoto.
9. Ni kwa vipi ushiriki wa wazazi unachangia uandikishaji wa watoto kwenye kituo cha kulelea watoto? ………………………………………………………………………………………… …………………………………………………………………………………………
10. Ni aina gani ya ushiriki umekuwa ukishiriki kwenye kituo cha kulelea watoto? …………………………………………………………………………………………
11. Unafikiri ni muhimu kwa wazazi kuangalia na kusimamia watoto wao wakiwa nyumbani na kwenye kituo cha kulelea watoto? …………………………………………………………………………………………
D. Mchango na ushiriki wa wazazi kwenye matokeo ya watoto katika kituo cha kulelea watoto.
12. Unafikiri kituo cha kulelea watoto na ushiriki wa wazazi ni muhimu kwa ufaulu na maendeleo ya watoto? ………………………………………………………………………………………
13. Kama ndiyo, kwa nini? …………………………………………………………………………………………
14. Kama siyo, unapendekeza nini kifanywe na wazazi? ………………………….
110 15. Kuna utofauti gani kwenye ufaulu wa watoto kabla na baada ya ushiriki wa wazazi kwenye kituo cha kulelea watoto? …………………………………………………………………………..
E: Hitimisho
16. Vituo vya kulelea watoto na ushiriki wa wazazi ni muhimu kwenye jamii yetu? …
17. Kama ndiyo, toa maoni yako kuunga mkono hoja yako ………………………………………………………………………………………
18. Kama siyo, pendekeza njia za kuboresha ushiriki wa wazazi kwenye vituo vya kulelea watoto ………………………………………………………………………………………
Asante kwa ushirikiano wako
111 Appendix V: Caregiver interview guide
A. Background information. 1. How old are you? 2. What is your level of education? 3. Who pay your salary at ECDCC? 4. Are there any efforts from administrators to improve your academic level?
B. Relation between literacy level of Parents and their participation at ECDCC. 5. How Parents‟ participate at ECDCC? 6. Do you think literacy level of Parents can influence their participation at ECDCC? 7. If Yes, how and by which means? ……………………………………………….. 8. If No, why? ……………………………………………………………………….. 9. There are any efforts from ECDCC to improve Parents‟ participation at ECDCC?
C. Level of Parents’ awareness and it is influence to participation of Parents at ECDCC. 10. How level of Parents awareness influences children enrolment at ECDCC? 11. What kind of participation does Parents involves at ECDCC? 12. Do you think it is important for parents to take care of their children at home and at ECDCC? 13. If Yes, how? And if No, what do you suggest to be done? ……………………
D. Influence of Parents’ participation on child performance at ECDCC. 14. How Parents‟ participation influences child performance at ECDCC? 15. What kinds of participation do Parents provides at ECDCC for children performance? 16. What is the variation of child performance before and after joining ECDCC through Parents‟ participation? 17. Can parents‟ participation influences caregivers‟ performance to children activities at ECDCC?
112 E. Recommendation 18. Are there any current Nation Policy about ECDCC do you follow? 19. If yes, mention it and if No, suggest the best one to be used. 20. Are there any further training for caregiver to adopt the current policy on ECDCC? 21. If Yes, mention them and if No, suggest the best ways to improve caregivers‟ performance.
113 Kiambatisho VI. Hojaji kwa walezi wa watoto kituoni
Ndugu mpendwa,
Mimi, Mongai, Jumanne,mwanafunzi kutoka Chuo Kikuu cha Dodoma (UDOM) ninayesoma Shahada ya Uzamili katika Taaluma za Maendeleo (MADS). Kwa sasa ninafanya utafiti juu ya “Uwezo wa Uelewa na Mchango wa Ushiriki wa Wazazi Kipindi cha Makuzi ya Watoto Wao Kwenye Kituo cha Kulelea Watoto Wadogo Wilaya ya Bariadi, Tanzania”
Kwa moyo mkunjufu, ninakuomba unipatie ushirikiano kwenye mahojiano yangu ili niweze kukamilisha utafiti huu. Nina matumaini na ninakuhakikishia kuwa taarifa utazonipatia zitakuwa ni siri na hazitatumika kinyume na matakwa ya utafiti huu.
A. Taarifa za awali
1. Una umri wa miaka mingapi kwa sasa? …………….
2. Una kiwango gani cha elimu? ………………………..
3. Nani anakulipa mshahara kwenye kituo cha kulelea watoto? …………………..
4. Kuna juhudi zozote kutoka kwenye uongozi za kuendeleza kiwango chako cha elimu? ….……………………………………………………………………………
B. Uhusiano kati ya uelewa wa wazazi na ushiriki wao kwenye kituo cha kulelea watoto.
5. Ni kwa namna gani wazazi wa watoto hukupa ushirikiano kwenye kituo cha kulelea watoto? …………………………………………………………………………………………
6. Unafikiri kiwango cha uelewa wa wazazi kinasaidia ushiriki wao kwenye kituo cha kulelea watoto? ………………………………………………
7. Kama ndiyo, wazazi hushiriki kwa namna gani na kwa njia zipi? ………………………………………………………………………………………
114 8. Kama siyo, nini kifanyike kuwezesha ushiriki wa wazazi kwenye kituo cha kulelea watoto? ………………………………………………………………………………
9. Kuna juhudi zozote kutoka kwenye kituo cha kulelea watoto zinazofanywa na uongozi ili kuboresha ushiriki wa wazazi? ….………………………………….
C.Kiwango cha ushiriki na mchango wa wazazi kwenye kituo cha kulelea watoto.
10. Ni kwa namna gani ushiriki wa wazazi umechangia uandikishaji wa watoto kwenye kituo cha kulelea watoto? …………………………………………………………………………………….
11. Ni aina gani ya ushiriki wa wazazi hushiriki kwenye kituo cha kulelea watoto? …………………………………………………………………………………………
12. Unafikiri kuna umuhimu wowote kwa wazazi kuangalia/kushiriki kulea watoto wao wakiwa nyumbani na katika kituo cha kulelea watoto? ………………………
13. Kama ndiyo, kwa namna gani? …………………………………………………..
Na kama siyo, unashauri nini kifanyike kuwashirikisha wazazi? …………………………………………………………………………………………
D. Mchango na ushiriki wa wazazi kwenye matokeo ya watoto katika kituo cha kulelea watoto.
14. Ni Kwa vipi ushiriki wa wazazi husaidia ufaulu wa watoto kwenye kituo cha kulelea unapowafundisha/unapowalea? ……………………………………………………………………
15. Ni ushiriki gani hutolewa na wazazi kwenye kituo cha kulelea watoto husaidia ufaulu kwa watoto? ………………………………………………………………………………………
16. Kuna utofauti gani wa ufaulu wa watoto kabla na baada ya kujiunga na kituo cha kulelea watoto kupitia ushiriki wa wazazi wao? ………………………………………………………
115 17. Ushiriki wa wazazi kwenye kituo cha kulelea watoto unaweza kukusaidia mlezi wa watoto kituoni kufanya kazi yako ya malezi vizuri? Eleza kwa ufupi. …………………………………………………………………………………………
E. Hitimisho
18. Kuna sera yoyote ya Taifa inayohusu elimu ya malezi ya watoto unayoitumia? …
19. Kama ndiyo,itaje na kama siyo pendekeza inayofaa kutumika …………………………………………………………………………………………
20. Kuna mafunzo yoyote hutolewa kwa walezi wa watoto kuendana na sera ya Taifa ya malezi ya watoto kwenye vituo vya kulelea watoto? …………………………..
21. Kama ndiyo, yataje …………………………………………………………….
22. Kama siyo, pendekeza njia za kuweza kuboresha kiwango cha elimu kwa walezi wa watoto kwenye vituo vya kulelea watoto kulingana na sera ya Taifa letu.
Asante kwa ushirikiano wako
116 Appendix VII: Observation Schedule
1. Name of the care center…………………… 2. Name of programme ……………
3. Name of the care giver (s) ……………………………………………………… 4. Date ……………………...... 5. Time ……......
6. Number of children ……………………..
Observation will be conducted in the day to day activities of the care center, as fixed in timetable and programmed activities for all children
1. Observation of activities (indoor)
(a) Sitting arrangement i) Good arranged ii) Poor arranged ………………………
(b) Use of materials for sensory stimulation i) Available ii) Not practice …………
(c) How Care givers interact with children and methods used in program.
( i ) Individually …………………………………………….
(ii) In small, informal group ………………………………….
(iii) In large group. ………………………………………
(d) Care givers are;
(i) Directs learning from children…………………………………….
(ii) Only facilitate program ………………………………..
(iii)Allow children to initiate or choose from among activities set…………………
(iv) Encourages children to learn. ………………………
2. Observation of program outside the classroom activities (outdoor)
(i) Free and guided play/activities (ii) Chances to use the facilities
117 Appendix VIII: Checklist of facilities available
Name of the Care Center ……………………………………………………….. Property Available YES/NO Used Not used Care center main time table Care givers guides Water facilities Play ground (space for group to run, and play) Desks and chairs Games and sports facilities Classes/areas for several choices to every child Equipments for climbing, sliding, swimming and riding Toys appropriate to ages Transport Shelves for storage and books/slates Health facilities
118 Appendix IX: Permission Letter from the University of Dodoma
119 Appendix X: Permission Letter from RAS
120 Appendix XI: Permission Letter from DAS
121 Appendix XII: Permission Letter from DED
122