Document Type
Article
Department
Institute for Educational Development, East Africa
Abstract
Inclusive early childhood education aims to create environments where children of diverse abilities and backgrounds can learn and grow together, emphasizing social-emotional literacy alongside academic skills. The purpose of this study was to explore strategies to enhance socialemotional literacy and development in such settings, drawing insights from educators and families. Conducted at Nyangao primary school in the Lindi region, the research employed a qualitative case study design, using interviews, observations, and focus group discussions with 3 teachers and 15 parents. Findings reveal five key strategies which are creating a positive and inclusive environment, utilizing peer modeling and peer support, providing individualized support, involving families, and employing assistive technology. Teachers emphasized fostering empathy and inclusivity, while parents highlighted the importance of reinforcing positive behaviors and emotional understanding at home. Observations confirmed the efficacy of these strategies, with inclusive practices promoting a sense of belonging and mutual respect among students. Assistive technology, such as text-to-speech software and communication devices, played a crucial role in supporting diverse learning needs. We recommend that to enhance social-emotional literacy and development in inclusive early childhood education, teachers should implement structured peer support systems and inclusive group activities that foster collaboration. Schools should also strengthen partnerships with families, providing resources and training to reinforce emotional learning at home. Additionally, integrating assistive technology more effectively can further support diverse learning needs, ensuring that all children can actively participate and develop essential social skills in inclusive settings.
Publication (Name of Journal)
International Journal of Education & Literacy Studies
DOI
http://dx.doi.org/10.7575/aiac.ijels.v.13n.4p.18
Recommended Citation
Paschal, F. L.,
Mrutu, N.
(2025). Fostering Belonging and Social-Emotional Literacy: Strategies for Inclusive Early Childhood Education in Southern Tanzania. International Journal of Education & Literacy Studies, 13(4), 1-10.
Available at:
https://ecommons.aku.edu/libraries/128
Creative Commons License
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