Abstract
This study compares school readiness and family experiences of children of naturalized refugees with the learning and experiences of a rural majority population group and urban majority population group in Tanzania. A total of 150 pre-primary children (50 in each group) were selected and completed a modified version of the School Readiness Composite of the Bracken’s Basic Concept Scale-Receptive. Additionally, 45 parents of the children (15 from each group) were interviewed to explore the influences of demographic factors, home and health contexts on children’s early learning. School readiness of the naturalized refugee group was higher than that of the rural majority population, and comparable to skills of the urban majority population group. Parental home practices, beliefs, and expectations about education were possible influences on why naturalized refugee children demonstrated comparable early attainment to that of the urban majority. Naturalized refugee parents considered that their children’s education was a path to upward social mobility. These findings highlight the importance of fostering the early learning and developmental potential of all disadvantaged groups in sub-Saharan Africa.
Résumé
Cette étude compare l’état de préparation à l’école et les expériences familiales des enfants de réfugiés naturalisés avec l’apprentissage et les expériences d’un groupe de la population majoritaire rurale et d’un groupe de la population majoritaire urbaine de Tanzanie. Un total de 150 enfants d’âge pré primaire (50 dans chaque groupe) a été sélectionné pour remplir une version modifiée du composite sur la préparation à l’école de l’Échelle des concepts de base - Réceptivité de Bracken (BBCS-R). De plus, des entrevues ont été effectuées auprès de parents des enfants (15 de chaque groupe) afin d’explorer l’influence des facteurs démographiques, du contexte à la maison et du contexte de santé sur l’apprentissage chez les jeunes enfants. L’état de préparation à l’école du groupe de réfugiés naturalisés est supérieur à celui de la population majoritaire rurale et comparable aux habiletés du groupe de la population majoritaire urbaine. Les pratiques parentales à la maison, les croyances et les attentes figurent parmi les influences pouvant éventuellement expliquer pourquoi les enfants réfugiés naturalisés font preuve d’une réussite préscolaire comparable à celle de la majorité urbaine. Les parents réfugiés naturalisés considèrent que l’éducation de leurs enfants est une voie vers la mobilité sociale ascendante. Ces résultats soulignent l’importance de favoriser l’apprentissage en bas âge et le potentiel de développement de tous les groupes défavorisés en Afrique subsaharienne.
Resumen
Esta investigación compara la disposición para iniciar la escuela y las experiencias familiares entre hijos de familias de refugiados, y el aprendizaje y experiencias de un grupo de población, en su mayoría rural, y un grupo de población, en su mayoría urbano, en Tanzania. Se seleccionó un total de 150 niños de preescolar (50 en cada grupo) y una versión modificada de la Batería de Preparación Escolar de la Escala de Conceptos Básicos de Bracken – Receptivos (BBCS-R). Adicionalmente, se realizaron entrevistas a los padres de los niños (15 de cada grupo) para explorar las influencias de factores demográficos, contextos del hogar y de salud, en el aprendizaje temprano de los niños. La preparación para iniciar la escuela del grupo de familias de refugiados fue más alta que la de la población rural, y comparable con las habilidades del grupo de población urbano. Las prácticas en casa, las creencias y expectativas posiblemente influenciaron el hecho de que los niños de familias de refugiados demostraron logros tempranos comparables con aquellos mostrados por las familias urbanas. Los padres de familias de refugiados consideran la educación de sus hijos como una vía para el progreso social. Estos hallazgos resaltan la importancia de promover el aprendizaje temprano y el desarrollo potencial de todos los grupos desfavorecidos en la región subsahariana de África.
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Acknowledgements
The first author gratefully acknowledges funding support from the Patrice L. Engle Dissertation Grant by the Society of Research in Child Development—United States, and the University of Hong Kong Foundation—Hong Kong.
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Ndijuye, L.G., Rao, N. Early Learning of Children in Tanzania: A Comparison Study of Naturalized Refugee, Rural Majority, and Urban Majority Population Groups. IJEC 50, 315–333 (2018). https://doi.org/10.1007/s13158-018-0231-y
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DOI: https://doi.org/10.1007/s13158-018-0231-y