Fathers' Involvement on Children's School Performance among Camped-Refugees and Local Majorities' Communities in Tanzania

Autor/inn/en	Ndijuye, Laurent Gabriel; Basil Tandika, Pambas
Titel	Fathers' Involvement on Children's School Performance among Camped-Refugees and Local Majorities' Communities in Tanzania
Quelle	In: International Journal of Early Years Education, 30 (2022) 2, S.199-215 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ndijuye, Laurent Gabriel) ORCID (Basil Tandika, Pambas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2022.2041405
Schlagwörter	Foreign Countries; Fathers; Parent Role; Parent Participation; Child Development; Socioeconomic Status; Preschool Children; Elementary School Students; Primary Education; Preschool Education; Refugees; Rural Areas; Urban Areas; School Readiness; Reading Achievement; Mathematics Achievement; Parent Background; Educational Attainment; Gender Differences; Language Usage; Tanzania; Bracken Basic Concept Scale + Suchen Sie Ihr Suchwort? Ausland; Parental role; Elternrolle; Elternmitwirkung; Kindesentwicklung; Socio-economic status; Sozioökonomischer Status; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Primarbereich; Flüchtling; Rural area; Ländlicher Raum; Urban area; Stadtregion; Readiness for school; School ability; Schulreife; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternhaus; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Sprachgebrauch; Tansania
Abstract	This study assessed differences in fathers' roles and involvements in children's development and learning in Tanzania. It compared fathers' socio-economic statuses and their implications on children's various indicators of learning attainments. A total of 400 fathers and 400 pre-primary and early grades children aged between 5 and 7 years -- 100 from each of rural camped refugees, rural non-refugees, urban poor and urban affluent groups were recruited. Data were collected by fathers' questionnaires and interviews. Learning attainments were measured by Bracken's Basic Concept Scale -- Receptive, Early Grades Reading, and Mathematics Assessments. Findings indicated that fathers who were closely involved, their children demonstrated higher learning attainments. Compared to rural non-refugees, rural camped refugee fathers demonstrated close involvement which resulted in higher learning attainments for their children. Further, the role of fathers in children's development and learning varied across the four social groups. These findings broaden our understandings of various supportive factors related to the involvement of fathers on children's development and learning. In Tanzanian contexts with limited educational resources and prevalent inequalities, to maximise children's potentials, fathers' involvement is critically important. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01