The Relationship Between Parents’ Socio-Economic Status and Pre-schoolers’ Cognitive Development in Tanzania

Authors

Magolanga Shagembe, University of Dar es SalaamFollow
Nkanileka Loti Mgonda, UNIVERSITY OF DAR ES SALAAMFollow

Abstract

This study examines the relationship between parents’ socio-economic status and cognitive development in pre-schoolers. Specifically, it explores the level of cognitive skills as demonstrated by pre-schoolers in a home environment, and the relationship between parents’ socio-economic status and pre-schoolers’ cognitive development. A total of 390 participants—including 195 children aged between 4 and 5 years and their parents (195)—from Msalala district in Shinyanga region completed a questionnaire with items on parents’ socio-economic status and cognitive skills of pre-schoolers. Findings indicated a significant positive relationship between parents’ level of education and both communication and problem-solving skills among pre-schoolers. There was a significant negative relationship between parents’ occupational status and problem-solving skills in pre-schoolers. No relationship was found between parents’ income and both communication and problem-solving skills in pre-schoolers. It is concluded that parents’ socio-economic status is significantly related to cognitive functioning of pre-schoolers. Based on the findings, the study, recommends that current efforts to improve the quality of pre-school and early childhood education should go hand in hand with the promotion of parents’ socio-economic status.

Recommended Citation

Shagembe, Magolanga and Mgonda, Nkanileka Loti (2022) "The Relationship Between Parents’ Socio-Economic Status and Pre-schoolers’ Cognitive Development in Tanzania," Journal of Humanities and Social Sciences: Vol. 10 : No. 6 , Article 2.
Available at: https://doi.org/10.56279/jhss.v10.i6.1

Publication Date

3-10-2022

DOI

10.56279/jhss.v10.i6.1

Publisher

Dar es Salaam University College of Education (DUCE)