Family Demographic Traits and Early English Literacy Skills in Pre-Primary Grade One Children in Gasabo District, Rwanda

Abstract

Children in Rwanda leave their homes to nursery schools with oral skills in Kinyarwanda, but most children come without any skills in the English language. Besides, English is taught in pre-primary schools. This study sought to find out the impact of family demographic traits on early English literacy skills development in pre-primary grade one children in the Gasabo district. A descriptive survey design was used to collect qualitative and quantitative data. The sample size was 380:  respondents-teachers (six) children (187) and their caregivers (187). Stratified random sampling and purposive sampling techniques were employed. A Close-ended questionnaire for caregivers, an interview guide for teachers, and a tool for children’s dynamic indicators of early English literacy skills were used. The qualitative data from the teachers’ interviews was analysed differently from the quantitative data from caregivers’ responses and children’s early literacy development activities assessed. Results from teachers showed mixed views on caregivers’ demographic traits related support towards children’s literacy development. The regression analysis demonstrated that caregiver-related demographic traits impact early English literacy development in young children. A strong positive association with better literacy outcomes was found for female caregivers, higher education levels, stable employment, and higher income. Conversely, negative impacts were linked to widowed marital status, polygamous family structures, no employment, both younger (0–18) and older (40+) caregivers, and large household sizes which may reduce the time, attention to children’s early literacy needs, and availability of literacy materials to support children’s early literacy development.