Early Learning Attainments of Children of Naturalized Citizens of Refugee Backgrounds in the Sub-Saharan Region: Evidence from Tanzania

Autor/in	Ndijuye, Laurent Gabriel
Titel	Early Learning Attainments of Children of Naturalized Citizens of Refugee Backgrounds in the Sub-Saharan Region: Evidence from Tanzania
Quelle	In: Child Development Perspectives, 17 (2023) 1, S.67-73 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ndijuye, Laurent Gabriel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8592
DOI	10.1111/cdep.12479
Schlagwörter	Foreign Countries; Children; Refugees; Citizenship; Parent Background; Learning; Family Environment; Socioeconomic Status; Family Characteristics; Mathematics Skills; Reading Skills; Cultural Background; Parents; Beliefs; Curriculum; Teacher Effectiveness; Barriers; Tanzania; Burundi + Suchen Sie Ihr Suchwort? Ausland; Child; Kind; Kinder; Flüchtling; Staatsbürgerschaft; Elternhaus; Lernen; Familienmilieu; Socio-economic status; Sozioökonomischer Status; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Eltern; Belief; Glaube; Curricula; Lehrplan; Rahmenplan; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Tansania
Abstract	Research has consistently indicated that children of naturalized citizens from refugee backgrounds lag in most indicators of development. The disparities are more nuanced in contexts with limited educational resources, such as the sub-Saharan region of Africa. However, that is not the case with children of naturalized citizens from refugee backgrounds of Burundian origin living in Tanzania. The early learning attainment of these children is comparable to children from more advantaged urban majority groups. In this article, I discuss the role of the home learning environment and families' socioeconomic status in children's development of early math and reading skills by linking global and local perspectives. Challenges facing children from this group in Tanzania include issues related to curriculum, cultural practices and parental beliefs, mastery of Kiswahili, and the quality of teachers in the early grades. In light of the evidence, I argue for improvements in learning experiences and recommend research to inform policy and improve practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01