Building an assessment of community-defined social-emotional competencies from the ground up in Tanzania

Two studies were conducted in 2017 to investigate children's competencies seen as important by communities in Mtwara, Tanzania. Qualitative data from 95 parents (34 women) and 27 teachers (11 women) in Study 1 indicated that dimensions of social responsibility, such as obedience, were valued highly. In Study 2, the competencies of 477 children (245 girls), aged 4-13 years, were rated by teachers and parents. Factor analysis found the obedient factor explained the most variance in parent rating. In line with predictions, urban residence, parental socioeconomic status (SES), and parental education were all positively associated with ratings of curiosity, and parental SES was negatively associated with obedience and emotional regulation. Findings illustrate the need for culturally specific frameworks of social-emotional learning.

Automated summary

Two studies conducted in 2017 investigated children's competencies valued by communities in Mtwara, Tanzania. The first study gathered qualitative data from 95 parents and 27 teachers, highlighting the high value placed on dimensions of social responsibility like obedience. In the second study, involving 477 children aged 4-13, factor analysis revealed that obedience explained the most variance in parent ratings, while factors like urban residence, parental SES, and education were associated with different competencies. These findings underscore the importance of culturally specific frameworks for social-emotional learning.