The term Context refers to connection, coherence in discourse, also, interrelated conditions in which something exist or occurs (Winegar and Valsiner, 1992). According to relational meta-model as propounded by Damon and Lerner (2008) human development can be understood by analysis of integral individual-context as he or she cohabit in respective level multiplicity of operating factors including family, school, traditions, media and legal system. Similarly, in the Tanzanian Constitution and the United Nations Convention for rights of children as dictated in Child Development Policy in Tanzania (URT, 1996) “a child” is a person below eighteen years old and his/her development is a function of physical, intellectual, moral and spiritual growth (URT, 1996). The child development policy also shows that children make an important segment of the Tanzanian society constituting about 46% of the approximately 46 million population. Studies show that in order for a child to grow well, she/he needs to be cared for, given guidance, and brought up in accordance to norms of the community. Therefore, the gross conceptualization of children in any given time and space can best be understood by accounting respective contextual factors as will be discussed there-after in this paper. The discussion will provide a descriptive understanding of important issues for assuring and guaranteeing the well being of a child development.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Theoretical Background
- Children Developmental Context in Tanzania
- Family Aspect
- School Aspect
- Traditions and Culture
- Media
- Economy
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to provide a descriptive understanding of important issues for ensuring and guaranteeing the well-being of child development in Tanzania by examining the developmental contexts that shape children's lives.
- The influence of developmental contexts on children's growth and development
- The role of family, school, traditions, culture, and economy in shaping children's experiences
- The interplay of different contextual factors and their impact on child development
- The challenges and opportunities presented by these contexts in Tanzania
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction provides a definition of "context" and its relevance to child development, highlighting the importance of considering multiple operating factors in understanding children's lives. The theoretical background then explores the ecological approach to child development, emphasizing the interconnectedness of different layers of context, including microsystems, mesosystems, exosystems, and macrosystems.
The chapter on Children Developmental Context in Tanzania examines five key factors: family, school, traditions and culture, media, and economy. The family aspect highlights the importance of the immediate and extended family in providing early childhood experiences and social-moral standards. The school aspect discusses the role of education in promoting cognitive, physical, and psychological development, but also acknowledges the challenges posed by teacher shortages and large class sizes.
The section on traditions and culture explores the influence of Tanzanian tribal traditions, including circumcision ceremonies, on children's social learning and development. The media section examines the impact of various media forms on children's behaviors, highlighting both the opportunities and challenges of media access in Tanzania.
Schlüsselwörter (Keywords)
Child development, developmental contexts, Tanzania, family, school, culture, traditions, media, economy, ecological approach, microsystems, mesosystems, exosystems, macrosystems.
- Quote paper
- Yazidu Saidi Mbalamula (Author), 2014, Understanding the Developmental Contexts of Children: A Case of Tanzania, Munich, GRIN Verlag, https://www.grin.com/document/271543
