Teacher Management of Pre-Primary School Children Learning

Abstract

Children learning are affected unpredictably by the objects they see around them and teachers' management of the scenario proximal to a child may have positive or negative consequences on reading, writing, and learning arithmetic skills. The chapter examines teachers' management of pre-primary school children learning to read arithmetic skills through visual media (VM) in selected pre-primary schools in Dodoma Municipality in Tanzania. Purposive sampling technique was employed to get five head teachers while random sampling was used to obtain nine pre-primary teachers from five pre-primary schools. Semi-structured interviews, observation, document reviews, and questionnaires were used to collect data. Pre-primary school teachers demonstrated frequent use of visual media in teaching and learning at pre-primary schools. Acquisitions of arithmetic skills by pre-primary school children were extraordinarily expressed through teachers' experiences. Inadequate classrooms were found to hold back the frequent use of VM in the teaching of arithmetic skills among pre-primary school children.