"Respect Is an Investment": Community Perceptions of Social and Emotional Competencies in Early Childhood from Mtwara, Tanzania

Autor/inn/en	Jukes, Matthew C. H.; Gabrieli, Prosper; Mgonda, Nkanileka Loti; Nsolezi, Florentina S.; Jeremiah, Grace; Tibenda, Jovina J.; Bub, Kristen L.
Titel	"Respect Is an Investment": Community Perceptions of Social and Emotional Competencies in Early Childhood from Mtwara, Tanzania
Quelle	In: Global Education Review, 5 (2018) 2, S.160-188 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Social Development; Emotional Development; Social Responsibility; Foreign Countries; Interviews; Teacher Attitudes; Rural Schools; Elementary School Teachers; Preschool Education; Preschool Children; School Readiness; Listening Skills; Child Behavior; Parent Attitudes; Independent Study; Self Concept; Curriculum Design; Values; Cultural Influences; Focus Groups; Individual Characteristics; Grounded Theory; Tanzania + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Soziale Verantwortung; Ausland; Interviewing; Interviewtechnik; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Readiness for school; School ability; Schulreife; Elternverhalten; Selbststudium; Selbstkonzept; Lehrplangestaltung; Wertbegriff; Cultural influence; Kultureinfluss; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Tansania
Abstract	Education programs in Africa increasingly aim to develop and measure social and emotional competencies. However, assessments are typically adapted from those developed in other continents and are not derived from local perspectives. In the current study, we conducted focus groups and individual interviews with teachers, parents and students in 4 randomly selected rural primary schools from Mtwara region in Tanzania, 3 of which had recently begun participation in a pre-primary education program. The aim was to understand the social and emotional competencies in early childhood that participants viewed as important for school and for life in general. Compared to existing frameworks of social and emotional competencies, participants placed more emphasis on aspects of social responsibility, for example respect, obedience and being an attentive listener. Individual competencies such as curiosity, self-direction and self-belief were valued more by teachers than parents and seen as most important for success at school. In general, most social and emotional competencies--even individual competencies--were discussed in terms of social relationships. Findings have implications for how cultural values are considered in assessment, curriculum design and parent and community engagement around pre-school education. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01