Pre-primary school children’s psychological wellbeing and their association with Kiswahili pre-reading outcomes in Tanzania

Abstract

This study examined the association between psychological wellbeing and acquisition of Kiswahili pre-reading skills among pre-primary school children in Tanzania. It employed cross-sectional design and 403 pre-primary school children aged 5–7 years from 12 pre-primary schools in the country. Results revealed that 28% (n = 111) of children had psychological difficulties with conduct problems being the most prevalent among them. Meanwhile, 58% (n = 235) of the studied children scored below average on Kiswahili pre-reading skills test. Results of One-Way ANOVA analysis indicated significant differences in pre-primary school children’s mean scores on the level of psychological wellbeing (F (2,400) = 53.315, p<.001, η2 = .210)) and Kiswahili pre-reading skills (F (2,400) = 156.685, p < .001, η2 = .439)) between districts. Results of hierarchical regression indicated that internalizing (β = −.09) and externalizing (β = −.21) variables were significantly correlated with acquisition of Kiswahili pre-reading skills (ps<.05). The model variables explained 46% of the variance in pre-primary school children’s acquisition of Kiswahili pre-reading skills. Results confirm that psychological wellbeing significantly influences pre-primary school children’s acquisition of Kiswahili pre-reading skills. The study recommends intervention strategies to enhance pre-primary school children’s psychological wellbeing and Kiswahili pre-reading skills should be devised and implemented.

Keywords

• Psychological wellbeing
• pre-primary school children
• Kiswahili pre-reading skills
• Victoria Simms, University of Ulster: Ulster University, United Kingdom
• Educational Psychology
• Mental Health