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This paper examines traditional African child rearing styles and Westernised parenting styles focusing on the impact this has on the psychosocial developments of a child's academic performance. In most African countries, during prenatal and postnatal periods, there are many rituals that are observed by the parents, especially the expectant mother. This has a bearing on the psychological and later cognitive development of the child. As a result, there is a paradigm shift taking place from a strictly traditional to a more modern oriented way of rearing children due to the influence of education, media and technology. The majority of families in Zimbabwe now find themselves somewhere along a continuum between the African and Western child rearing styles. In this study, the descriptive survey design was used with questionnaires and interviews as data collection instruments. Findings from this research revealed that, the Westernised parenting styles want independent, democratic and sometimes laissez-faire ways of raising children while African cultures prefer submissive children raised under an authoritarian style. Significant changes among African families have been noted leading to an adoption of an eclectic approach, where families use two or more parenting styles, considering the best features of each system in raising children. Knowledge of African child rearing practices is therefore of paramount importance since it makes teachers of African children sensitive to and aware of some values that have shaped them so as to enhance effective teaching and learning.

this study examined the impact of technology on form one pupils" academic performance in two secondary schools in Masvingo urban. The study is informed by Bandura"s social cognitive learning theory and Vygotsky"s socio-cultural theory. The study used a phenomenological design with interviews with eight students (four from each school) and two teachers as data-collection instruments. The design helped to bring to the surface deep issues and to make the voices of the participants heard. To make sense of the collected data, the researchers applied the grounded theory of data analysis to identify themes and categories. This study established that the use of technology by children at both their homes and schools positively and negatively contributed to learning and academic performance. Technology allowed the dissemination of knowledge to be dispersed instantly and it allows for quicker and more effective communication. The study established that, if the technology is used in moderation and under adult guidance, it enhances language development, creativity, and problem solving skills while overuse and addiction to certain types of technologies can be disastrous. This study recommends that parents and teachers monitor children"s use of technology in order to reap benefits from various technological gadgets. The government and other interested parties should ensure that schools are equipped with relevant technologies. The study also recommends that teachers be in-serviced on ways of using technology in teaching and learning

This article examines the home based factors that influence the academic performance of the girl child from poverty stricken households in Masvingo province, Zimbabwe. With the prevailing economic hardships faced by the majority of the people in Zimbabwe since 1990, the number of girl children living in poverty is continually increasing and it has become a growing issue. A qualitative phenomenological design was used incorporating focus group discussions, interviews and observations as data collection instruments with ten girl children, six parents and four teachers at two secondary schools, one rural and another urban in Masvingo province. The participants comprised girl students doing form three, their parents and also some of their teachers. The study is informed by Bronfenbrenner's ecological theory. This study established that the girl child's academic performance is affected by multiple contexts including family, home, neighbourhood and school. The study concluded that family income, parental level of education, gender, home circumstances, and family size influenced academic achievement of girls in secondary schools. The home circumstances of girls from poor backgrounds were observed to be not conducive to learning because of a lack of lighting, spending much time on domestic chores, having no desk or table to work at, or not having books at home. The girl learners also did not get basic needs met like food, sanitary pads and school fees. Recommendations are that the government should sensitize parents on the need and importance of supporting the education of girls and on the importance of providing for the needs of the girl child. Finally, every effort must be made to ensure that the affected children have stable, preferably home/family based care and adequate social support. Various policies and interventions can help to attenuate poverty's negative influence on child development. DOI:10.5901/mjss.2014.v5n6p223

Internally Displaced Persons (IDPs) are some of the most neglected vulnerable populations in the world. They are often neglected because they are an internationally and legally unacknowledged group amongst the Moving and Vulnerable Peoples (MVPs) due to a lack of legislature pertaining to them. This study seeks to critically assess the educational opportunities available to internally displaced children in Zimbabwe who were affected by the farm invasions, illegal settlements and various government operations like "operation murambatsvina." The study also assesses the psycho social support afforded them as well as the economic and social issues arising due to their dilemma in Zimbabwe. In this study, a qualitative phenomenological design was used with focus group discussions, interviews and observations as data collection methods with eleven participants comprising of (4) four children, representing every ward in which they have been resettled, one traditional village leader, one ward councillor, two (2) school teachers, Chipinge district education officer, one YEP centre administrator and the education programme coordinator for the Norwegian Refugee Council. Findings from this study revealed that displaced persons face a high level of discrimination and ostracism from the host community arising from differences in culture and traditional beliefs. Jealousies also arise from the host community due to the somewhat elevated status of the resettled persons due to the assistance they receive from service providers which leads to feelings of inferiority in children and consequently affecting educational performance. The study also revealed that IDP children face a host of challenges from home ranging from economic to protection issues that may lead into them dropping out of school with no hope of ever recovering the lost time. The study highly recommends acknowledgement of the existence of IDPs such that they are afforded quick assistance within a legal framework for sustainability of livelihoods.