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

2020 ◽  
Vol 18 (4) ◽  
pp. 354-370
Author(s):  
Laurent Gabriel Ndijuye
Keyword(s):  
Socioeconomic Status ◽  
Learning Environments ◽  
Children’S Learning ◽  
Early Grades ◽  
Rural And Urban ◽  
Majority Population ◽  
Home Learning ◽  
Majority Groups ◽  
Children's Learning

This study investigated the role of home learning environments and family socioeconomic status in children’s learning in Tanzania. A total of 303 participants from the naturalized refugees, rural, and urban majority groups were recruited. Data were collected using parents’ questionnaires, interviews, Bracken’s Basic Concept Scale–Receptive, Early Grades Reading Assessment, and Early Grades Mathematics Assessment. The results indicate that although naturalized refugees’ home learning environments were comparable to those of the rural majority, and had lower socioeconomic status than the urban majority, their learning attainments were as good as those of the more-advantaged urban majority. Parental beliefs and expectations were the possible reasons for their demonstrating better learning attainments. These findings broaden our understandings of various protective and supportive factors which have implications on children’s development and learning across contexts.

Rethinking early years: how the neoliberal agenda fails children

Soundings ◽  
2020 ◽  
Vol 76 (76) ◽  
pp. 128-157
Author(s):  
Celia Burgess-Macey ◽  
Clare Kelly ◽  
Marjorie Ouvry
Keyword(s):  
Good Practice ◽  
Early Learning ◽  
Early Years ◽  
Formal Curriculum ◽  
Small Children ◽  
Children’S Learning ◽  
Early Years Education ◽  
Education And Care ◽  
Children's Learning

Early years education in England is in crisis. This article looks at what is needed to better provide the kind of education and care that young children need outside the home, from birth to school-starting age. It explores: the current arrangements and varieties of provision and approaches in England; educational and developmental research about young children's development and early learning; the current national early years curriculum and how it contrasts to other international models and pedagogical approaches; the importance of play-based learning; the role of adults in observing, recording, assessing and supporting young children's learning; and the holistic nature of children's learning - which makes education and care inseparable in young children's lives. Neoliberal governments have had little interest in these questions: they have been focused instead on marketising the sector, which has led to great inequality of provision; and they have been unwilling to provide the necessary funding to train staff and maintain appropriate learning environments; most fundamentally, they have engaged in an ideological drive to impose on very small children a narrow and formal curriculum that ignores all the evidence about good practice in the sector, and is focused on making them 'school ready' - that is, ready to fit into the rigid frameworks they have already imposed on primary school education.

The role of soundscape in children’s learning

2002 ◽  
Vol 112 (5) ◽  
pp. 2412-2413 ◽  
Author(s):  
David Lubman ◽  
Louis C. Sutherland
Keyword(s):  
Children’S Learning ◽  
Children's Learning

scholarly journals A Wolf in Sheep’s Clothing: The Bulk Funding Debate

1999 ◽  
Author(s):  
Keith Sullivan
Keyword(s):  
High School ◽  
Government Policy ◽  
Board Of Trustees ◽  
Historical Overview ◽  
Children’S Learning ◽  
Children's Learning

This article examines the bulk funding debate and concludes, first, that it is the injection of extra money, rather than the mechanism of bulk funding itself, which has allowed some schools to enhance their offerings. Secondly, it argues that in having taken on the responsibilities of governorship (including becoming employers of their children’s teachers), parents have been diverted from the more important role of engagement with their children’s learning, in partnership with teachers. An historical overview of the vigorous debate over bulk funding is also provided, from its inception with Tomorrow’s Schools up until the present, in view of its promised demise under current government policy. The article also presents a case study of a series of events at Colenso High School, Napier, where teachers, with support from the community, caused the Board of Trustees to reverse their decision to opt into bulk funding (the Fully Funded Option).

scholarly journals PERAN IBU DALAM KEGIATAN PENDAMPINGAN BELAJAR ANAK MELALUI PRINSIP INDIVIDUAL LEARNING-CENTERED

EGALITA ◽  
2012 ◽  
Author(s):  
Ahmad Abtokhi
Keyword(s):  
Academic Achievement ◽  
Individual Learning ◽  
Learning Activities ◽  
Children’S Learning ◽  
Learning Attitude ◽  
Learning Centered ◽  
The Right ◽  
Children's Learning

This research describing the role of the mother that very central in assisting children’s learning activities through the concept of mentoring that focuses on the uniqueness of each individual. This concept is termed a Learning- Centered Individuals who see uniquely child has potential, interests and dy- namics of each problem, so that the practical assistance should be focused on managing the potential and uniqueness of each individual dynamics prob- lems to deliver the right learning attitude, without forgetting the reaching academic achievement.<br /><br />Keywords: Ibu, pendampingan, belajar, Individual Learning-Centered

The role of recalling previous errors in middle‐school children's learning

2020 ◽  
Vol 90 (4) ◽  
pp. 997-1014
Author(s):  
Abbey M. Loehr ◽  
Lisa K. Fazio ◽  
Bethany Rittle‐Johnson
Keyword(s):  
Middle School ◽  
Children’S Learning ◽  
Children's Learning

Play as Thought: Thinking Strategies of Young Writers

1989 ◽  
Vol 59 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Colette Daiute
Keyword(s):  
Learning Environments ◽  
Convincing Evidence ◽  
Writing Proficiency ◽  
Classroom Learning ◽  
Children's Play ◽  
Children’S Learning ◽  
Written Texts ◽  
Thinking Strategies ◽  
Children’S Play ◽  
Children's Learning

In this article, the author raises both provocative and necessary questions about the nature of children's play in relation to their classroom learning and writing. Colette Daiute draws from children's transcribed dialogues and written texts to argue that play is critical to a more complex and representative understanding of how children can and do learn. Further, she believes that children's learning ought to be evaluated on its own terms, and not in comparison to adult models of writing proficiency. Her argument is based upon a fundamental belief that children approach learning with a variety of strategies and skills, and this article offers convincing evidence to support a view of children — and of learning — that is respectful and inclusive. Daiute concludes by presenting suggestions for ways to consider child-generated and playful strategies in learning environments.

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