Search results

This study examined Zimbabwean mothers' expression of maternal warmth as leaders of their young children aged one to three years in Masvingo urban. The study was informed by Urie Bronfenbrenner's Ecological Systems theory. The study used a phenomenological descriptive survey design with an open-ended questionnaire and focus group interviews with thirty-eight purposefully selected mothers as data collection methods. The design facilitated to bring to the surface deep issues and to make the voices of the mother participants heard. To make sense of the collected data, the researchers applied the grounded theory of data analysis to identify five themes under which the results were presented and discussed. This study established that Zimbabwean mothers understand the provision of maternal warmth to young children as being extremely important. The mothers positively expressed warmth and love to their children under three years of age within a cultural perspective. The study established that the mothers created an upward parenting spiral by prioritizing things that made children feel loved and happy. It was established that children who feel loved were autonomous, happy, cooperative and lovable. Regarding strictness, the study found that mothers were firm and fare, displaying an authoritative parenting style where children's needs and support were met. This study recommends that parental education on expressing warmth to ensure holistic development for children aged one to three year is needed. The government through the Ministry of Health and Child Welfare should step up efforts to help capacitate mothers with entrepreneurship skills for them to acquire resources needed for their young children

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