Parents As Facilitators Of Literacy Development During Early Childhood In Tanzania

ABSTRACT

Literacy is more than reading and writing, it includes how we communicate in

society, social practices and relationships, knowledge, language and culture. Thus,

this study was proposed to explore the contribution of parents as facilitators of

literacy development during the early childhood in Tanzania. Specifically, the study

examined the contributions of parents on literacy learning of their children during

early childhood; identified the strategies used by parents to facilitate the

development of early childhood literacy learning; assessed the factors that hinder

parents to facilitate literacy learning among their children during early childhood.

A purposive sampling technique was used to obtain 80 participants (male parents 30

and female parents 50) from Nyamagana District in Tanzania through purposive

sampling. Data were collected through qualitative procedures framed under the

social cultural theory. Thus, data were collected through observation, semi structured

interviews and Focus Group Discussion (FGD).

This study revealed that parents participate in the early childhood literacy learning

though there are multiple challenges which, in one way or another, affect the quality

of their participation in childhood literacy learning by children. Further, it was

revealed that parents participate in early childhood literacy through different ways,

including verbal instructions, interaction with the environment, facilitating peer

interaction, watching TV programmes, storytelling, songs and language learning.

However, their participation is affected by the limited time, ignorance, financial

status, gender stereotype, traditional beliefs and other responsibilities.

Based on these findings, it was concluded that parent‘s contributions in early

childhood literacy learning are very important in bringing up their children to their

education; it lays a foundation for the future educational development of the

children. It was finally recommended that parents should be well informed about

their roles as key stakeholders in bringing up children to their education through

early childhood literacy learning.