Browsing by Author "Athuman, Jamal J"

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Assessing cognitive development of preschoolers in the selected Pre-primary schools in Morogoro municipality -Tanzania
(International Journal of Education and Social Science Research, 2022-09) Mlaki, Salome R; Athuman, Jamal J
This study sought to assess cognitive development of preschoolers in the selected pre-primary schools in Morogoro Municipality as a requisite for successful primary education. Cognitive development focuses on information processing, such as decision-making, attention, memory, language abilities, learning, and perceptional skills. The study involved 213 preschoolers from 10 randomly selected preschools in Morogoro Municipality. The study employed International Development and Early Learning Assessment tool (IDELA) in data collection. Both Kiswahili and English versions of IDELA was used in assessing cognitive development of children. The study found that Morogoro Municipality preschoolers have excellent development in all spheres of cognitive development. For example, preschoolers had the mean of 92 in early numeracy, 80% in early literacy and a mean of 90% in executing executive functions. Furthermore, statistically significant difference in cognitive development of pre-schoolers was found based on their age (at p <0.00), sex (p<0.00 for early literacy. Based on the type of school, the study found p<0.00 for numeracy, p= 0.02 for executive function and p ≤ 0.00 for early literacy. The study recommend that parents should be encouraged to enroll their children in preschool centers.
Exploring attachment styles and the influence of demographic variables among preschool teachers in Morogoro municipality
(International Journal of Current Research and Applied Studies, 2023) Lema, Regina E; Athuman, Jamal J
The study investigated the attachment styles exhibited by preschool teachers in Morogoro Municipality and whether demographic variables have significant influences of their attachment patterns. The study utilized the well-established Relationship Scale Questionnaire (RSQ) to assess attachment patterns among a sample of 71 preschool teachers. The findings revealed that the most prevalent attachment style among the teachers was secure attachment, with 60% of the respondents displaying this pattern. However, a significant proportion of teachers demonstrated insecure attachment styles, with 25% exhibiting insecure-avoidant patterns and 15% displaying insecure-anxious patterns. This indicates that the majority of preschool teachers in the area have the capacity to establish emotionally secure connections with their students, contributing to a safe and supportive learning environment. The study also explored attachment styles based on teacher variables such as sex, age, education level, and years of teaching experience. Interestingly, no statistically significant gender differences in attachment styles were found, (p > 0.05) indicating that promoting secure attachment is equally important for both female and male teachers.