Home learning environments and family socioeconomic status: Implications on early learning attainments in Tanzania

Abstract

This study examined the mediating roles of home learning environments and SES on early learning attainments of naturalised refugees in Tanzania using concurrent embedded mixed design. Data were collected by EGRA and EGMA, questionnaire and interviews. The sample were 400 grade one and grade two children (aged 70–86 months), 120 parents, eight teachers and four school principals. Findings indicated comparable early math and reading attainments of children from naturalised refugees/citizens and those of more advantaged urban majority. Family SES and HLE predicted early learning attainments while parental beliefs and expectations influenced it. There were gender divides in learning attainments across groups. These findings have policy, research and practice implications.