Parents and Teachers Engagement in Using Cognitive Apprenticeship for Child’s Development of Authentic Problem- Solving Skills in Tanzania

DOI

10.2991/assehr.k.210322.050How to use a DOI?

Keywords

Problem solving, cognitive apprenticeship, pre-primary education

Abstract

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.

Copyright

© 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/).

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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  -