Early learning of children in Tanzania: A comparison study of naturalized refugee, rural majority, and urban majority population groups

Abstract

This study compares school readiness and family experiences of children of naturalized refugees with the learning and experiences of a rural majority population group and urban majority population group in Tanzania. A total of 150 pre-primary children (50 in each group) were selected and completed a modified version of the School Readiness Composite of the Bracken’s Basic Concept Scale-Receptive. Additionally, 45 parents of the children (15 from each group) were interviewed to explore the influences of demographic factors, home and health contexts on children’s early learning. School readiness of the naturalized refugee group was higher than that of the rural majority population, and comparable to skills of the urban majority population group. Parental home practices, beliefs, and expectations about education were possible influences on why naturalized refugee children demonstrated comparable early attainment to that of the urban majority. Naturalized refugee parents considered that their children’s education was a path to upward social mobility. These findings highlight the importance of fostering the early learning and developmental potential of all disadvantaged groups in sub-Saharan Africa.