Parents and Teachers Engagement in Using Cognitive Apprenticeship for Child’s Development of Authentic Problem- Solving Skills in Tanzania
- 10.2991/assehr.k.210322.050How to use a DOI?
- Problem solving, cognitive apprenticeship, pre-primary education
Despite its recognition in the pre-primary curriculum and being among preferred learning outcomes at different levels, it is not well-known how child’s teachers [parents and classroom teachers] engage to enhance children with authentic problem solving skills. Phenomenography study design was used to investigate and reveal use of cognitive apprenticeship by involving 12 parents and nine classroom teachers who were sampled purposely because of their stake in the level of education. Data were collected through individual in-depth interviews and two focus group discussions [FGDs] to teachers and parents respectively in Konawa district. Thematic content analysis obeying three-steps—open coding, axial coding and selective coding—introduced by Strauss and Corbin (1990) was applied. Findings reveal that classroom teachers differed with parents on strategies they used to enhance a child’s problem solving skills. However, work environment, policy-related issues, and child-related issues impacted classroom teachers’ on their initiatives in nurturing children to become good problem solvers; while economic status, lack of parental knowledge and diseases affected parents’ initiatives on the same. The study concludes that development of children with authentic problems requires a working environment as well as policy specification be improved to achieve it.
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Pambas Tandika Basil PY - 2021 DA - 2021/03/24 TI - Parents and Teachers Engagement in Using Cognitive Apprenticeship for Child’s Development of Authentic Problem- Solving Skills in Tanzania BT - Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020) PB - Atlantis Press SP - 234 EP - 239 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210322.050 DO - 10.2991/assehr.k.210322.050 ID - Basil2021 ER -