Mtahabwa, Lyabwene2019-07-292020-01-082019-07-292020-01-082001Mtahabwa, L. (2001) Strategies for promoting family-pre school partnership in Tanzania: focus on holistic pre school education: case study of Dar es Salaam and Tabora region, Masters dissertation, University of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/detail.aspx)http://localhost:8080/xmlui/handle/123456789/4129Available in print formThis study intended to investigate strategies undertaken by preschool owners, managers and teachers to promote family - preschool partnership so as to enhance provision of holistic preschool education. The study was conducted in Dar es Salaam and Tabora regions. It had a sample of 26 respondents drawn purposely. Four data collection instruments were used to collect data; interview, non-participatory observation, environment checklist and documentary analysis. Both qualitative and quantitative approaches were employed in the study. The key finding was that few involvement strategies were used by preschools both at programme and classroom levels. Parents participated in their children's education mainly through paying of fees, attending parental meetings and few of them formed preschool committees. At home they concentrated on teaching of the 3Rs i.e. reading, writing and arithmetic. It was concluded that when families and preschools do not work on the basis of mutual interest there are tendencies of having disharmony of the activities between those in the family and those at preschool. The end result of which is for the child, the family and the preschool to suffer. The key recommendation was that the education policy makers in the country should prioritize family-preschool partnership as a necessary element for the provision of holistic preschool education.enFamily life educationParentChild relationsTanzaniaParentingDar es Salaam and TaboraEducationParent participationInternational relationSocial introductionsPre-school educationThesis