The challenges faced by pre-schools in addressing parents’ social and academic expectations: the case of pre-schools in Morogoro municipality
| dc.contributor.author | Selemani, Tabia | |
| dc.date.accessioned | 2019-11-13T07:29:17Z | |
| dc.date.accessioned | 2020-01-08T09:14:48Z | |
| dc.date.available | 2019-11-13T07:29:17Z | |
| dc.date.available | 2020-01-08T09:14:48Z | |
| dc.date.issued | 2013 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | This study investigated the challenges pre-schools faced in meeting parent’s expectations. The study sought to attain the following objectives one, to examine the knowledge parents have about the learning needs of preschool children; second to find out parents’ social and academic expectations of pre-school education, the study also ought to analyze the ways pre-schools address parent’s expectations and the challenges that pre-schools face in this aspect; and lastly to find out from parents, pre-school teachers, pre-school operators and school inspector’s views on how to address parent’s social and academic expectations Findings indicated that most parents in the study had knowledge of the learning needs of pre-school children. Moreover, intellectual needs were more prioritized (hence more easily understood) by parents than other child developmental needs. Overall, parents viewed preschool as an academic place where their children learnt how to read, write and count, and they put less emphasis on the social aspects of preschool. Pre-schools addressed parents’ social and academic expectations in three ways, namely: informal parent teacher interactions, major events such as graduations and school meetings. The most seriously faced challenges experienced by almost all the sampled preschools were: shortage of teaching and learning materials, lack of well trained pre-primary teachers, learning and teaching materials and play grounds for children. The study recommends that there is need for parents to jointly work with the school administration so as to attain the objectives of preschool education. It is essential for pre-schools operators and teachers to ensure that parents are familiar with preschool education objectives prior to admission of the child into a pre-school. Most importantly, parents and the community need to be equipped with the appropriate knowledge of the learning needs of preschool children. | en_US |
| dc.identifier.citation | Selemani, T. (2013) The challenges faced by pre-schools in addressing parents’ social and academic expectations: the case of pre-schools in Morogoro municipality, Master dissertation, University of Dar es Salaam. (Available at http://41.86.178.3/internetserver3.1.2/detail.aspx) | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4417 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Pre-school education | en_US |
| dc.subject | Parent participation | en_US |
| dc.subject | Morogoro municipality | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | The challenges faced by pre-schools in addressing parents’ social and academic expectations: the case of pre-schools in Morogoro municipality | en_US |
| dc.type | Thesis | en_US |