Adults’ Conceptualisations of Children’s Social Competence in Nepal and Malawi

An, Danming; Eggum, Natalie D.; Chae, Sophia; Hayford, Sarah R.; Yabiku, Scott T.; Glick, Jennifer E.; Zhang, Linlin

doi:10.1177/0971333617747345

Cited by 2 publications

(1 citation statement)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As discussed previously, many rural agrarian societies in the world give children a lower social status than adults (Oburu & Palmérus, 2005), and much value is placed on respect and obedience toward adults (An et al, 2018;Jukes et al, 2018c;Serpell, 2011). Crossnational studies show that parenting in many non-WEIRD societies is more likely to be authoritarian (Bornstein, Putnick, & Lansford, 2011;Deater-Deckard et al, 2011) and less likely to be warm to children (Putnick et al, 2012).…”

Section: Age-graded Authoritymentioning

confidence: 94%

Adapting Pedagogy to Cultural Context

Jukes

Sitabkhan

Tibenda³

2021

View full text Add to dashboard Cite

This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.

show abstract

Section: Age-graded Authoritymentioning

confidence: 94%

Adapting Pedagogy to Cultural Context

Jukes

Sitabkhan

Tibenda³

2021

View full text Add to dashboard Cite

show abstract

The role of teachers’ social and emotional competence in implementing social and emotional learning (SEL) curriculum in Malawi

Lee

2024

School Psychology International

View full text Add to dashboard Cite

Social and emotional learning (SEL) enhances children's academic and life achievements when implemented well. While previous studies explored factors influencing teachers’ implementation of SEL, limited attention has been given to the role of their social and emotional competence (SEC). To address this gap, this study analyzed surveys from 434 primary school teachers in Malawi using hierarchical linear modeling. The findings reveal a positive relationship between teachers’ SEC, specifically in emotion regulation and relationship management, and their integration of SEL in daily classroom instruction. Notably, teachers serve as behavioral role models through socialization, communication, and emotional conduct. Strengthening teachers’ SEC, in conjunction with SEL pedagogy training, could help foster SEL-rich school environments for learners in Malawi and similar contexts.

show abstract

Adults’ Conceptualisations of Children’s Social Competence in Nepal and Malawi

Cited by 2 publications

References 45 publications

Adapting Pedagogy to Cultural Context

Adapting Pedagogy to Cultural Context

The role of teachers’ social and emotional competence in implementing social and emotional learning (SEL) curriculum in Malawi

Contact Info

Product

Resources

About