Laurent Gabriel Ndijuye
Biographic Data
| ID | 6249378 |
|---|---|
| NAME | Laurent Gabriel Ndijuye |
| GIVEN NAMES | Laurent Gabriel |
| FAMILY NAME | Ndijuye |
| SIGNATURE | NDIJUYE L G |
| AFFILIATIONS | Western Norway University of Applied Sciences |
| ORCID | 0000-0001-7712-6814 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Navigating the waterscapes: Children's expressions and perspectives of water across Aotearoa, Norway, and Tanzania
Water plays a significant role in the lives of children, yet their perspectives are rarely included in environmental debates. Environmental learning is often framed around human benefit; this study instead examines the significance of water and waterscapes through children’s relationships and entanglements with them. The exploratory study investigates children’s geographies and meaning-making as they explore local water sources and waterscapes, a…
Promoting family- centred early interventions: Evaluating predictors of early paternal involvement for children with disabilities in the United Arab Emirates
Debates on paternal engagement in caregiving for children with disabilities in the early years of development has been limited in non-Western contexts. The current study drew on mothers and fathers to understand paternal involvement in the provision of early intervention services to children with disabilities in the United Arab Emirates. We administered the Fathers’ Involvement in Disability Rehabilitation Scale to 598 couples. We analysed data u…
Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care
The existing body of knowledge on the global experiences of im/ migrant parents within early childhood education and care (ECEC) settings reveals a broad spectrum of concerns, which encompass various aspects of institutional education and care, as well as the parents' own patterns of engagement in this realm.Navigating through the multitudinous and increasingly diverse array of parental perspectives, which are often marked by conflicting opinions…
A longitudinal study on the predictors of early grades learning attainments in low-and-middle-income countries: Evidence from Tanzania
School readiness and pre-primary learning experiences of children of refugee backgrounds in Tanzania: The mediating role of family socio-economic status
School readiness of children from refugee backgrounds is not well documented throughout the sub-Saharan region. While evidence has documented the role of home learning environments on learning, little is known about the role of family socioeconomic status. The study recruited 400 pre-primary children, 100 parents, 16 teachers and 8 school principals from in-settlement areas and self-settled naturalised citizens, urban and rural majority groups in…
Home learning environments and family socioeconomic status: Implications on early learning attainments in Tanzania
This study examined the mediating roles of home learning environments and SES on early learning attainments of naturalised refugees in Tanzania using concurrent embedded mixed design. Data were collected by EGRA and EGMA, questionnaire and interviews. The sample were 400 grade one and grade two children (aged 70–86 months), 120 parents, eight teachers and four school principals. Findings indicated comparable early math and reading attainments of …
Home environment, early reading, and math: A longitudinal study on the mediating role of family SES in transition from pre-primary to grade one
This longitudinal study explored the role of home learning environments and family SES on children’s early reading and math skills in Tanzania. Sample included 400 children − 182 boys and 218 girls, with an average age of 5.9 ranging from 62 to 73 months; and 400 parents – 314 mothers and 86 fathers from naturalised citizens/refugees and local majorities. Children’s early reading (vocabulary) and math (number recognition) were assessed by the end…
The role of home learning environments and socioeconomic status in children’s learning in Tanzania: A comparison study of naturalized refugee, rural majority, and urban majority population groups
This study investigated the role of home learning environments and family socioeconomic status in children’s learning in Tanzania. A total of 303 participants from the naturalized refugees, rural, and urban majority groups were recruited. Data were collected using parents’ questionnaires, interviews, Bracken’s Basic Concept Scale–Receptive, Early Grades Reading Assessment, and Early Grades Mathematics Assessment. The results indicate that althoug…
Developing conflict resolution skills among pre-primary children: Views and practices of naturalized refugee parents and teachers in Tanzania
This study examined parents and teachers’ strategies to develop conflict resolution skills among naturalized refugee pre-primary children in Tanzania. A total of 8 school principals, 18 teachers, and 15 parents – by then serving in the Parent-School Association – were selected on the virtue of their positions. Findings revealed that pre-primary stakeholders preferred adult intervention, religious and vocational lessons, and establishing children’…
Early reading and mathematics attainments of children of self-settled recently naturalized refugees in Tanzania
Early reading and mathematics attainments of children of self-settled recently naturalized refugees in Tanzania
Home environment, early reading, and math: A longitudinal study on the mediating role of family SES in transition from pre-primary to grade one
This longitudinal study explored the role of home learning environments and family SES on children’s early reading and math skills in Tanzania. Sample included 400 children − 182 boys and 218 girls, with an average age of 5.9 ranging from 62 to 73 months; and 400 parents – 314 mothers and 86 fathers from naturalised citizens/refugees and local majorities. Children’s early reading (vocabulary) and math (number recognition) were assessed by the end…
Early reading and mathematics attainments of children of self-settled recently naturalized refugees in Tanzania
Developing conflict resolution skills among pre-primary children: Views and practices of naturalized refugee parents and teachers in Tanzania
This study examined parents and teachers’ strategies to develop conflict resolution skills among naturalized refugee pre-primary children in Tanzania. A total of 8 school principals, 18 teachers, and 15 parents – by then serving in the Parent-School Association – were selected on the virtue of their positions. Findings revealed that pre-primary stakeholders preferred adult intervention, religious and vocational lessons, and establishing children’…
The role of home learning environments and socioeconomic status in children’s learning in Tanzania: A comparison study of naturalized refugee, rural majority, and urban majority population groups
This study investigated the role of home learning environments and family socioeconomic status in children’s learning in Tanzania. A total of 303 participants from the naturalized refugees, rural, and urban majority groups were recruited. Data were collected using parents’ questionnaires, interviews, Bracken’s Basic Concept Scale–Receptive, Early Grades Reading Assessment, and Early Grades Mathematics Assessment. The results indicate that althoug…
School readiness and pre-primary learning experiences of children of refugee backgrounds in Tanzania: The mediating role of family socio-economic status
School readiness of children from refugee backgrounds is not well documented throughout the sub-Saharan region. While evidence has documented the role of home learning environments on learning, little is known about the role of family socioeconomic status. The study recruited 400 pre-primary children, 100 parents, 16 teachers and 8 school principals from in-settlement areas and self-settled naturalised citizens, urban and rural majority groups in…
Home learning environments and family socioeconomic status: Implications on early learning attainments in Tanzania
This study examined the mediating roles of home learning environments and SES on early learning attainments of naturalised refugees in Tanzania using concurrent embedded mixed design. Data were collected by EGRA and EGMA, questionnaire and interviews. The sample were 400 grade one and grade two children (aged 70–86 months), 120 parents, eight teachers and four school principals. Findings indicated comparable early math and reading attainments of …
Home environment, early reading, and math: A longitudinal study on the mediating role of family SES in transition from pre-primary to grade one
This longitudinal study explored the role of home learning environments and family SES on children’s early reading and math skills in Tanzania. Sample included 400 children − 182 boys and 218 girls, with an average age of 5.9 ranging from 62 to 73 months; and 400 parents – 314 mothers and 86 fathers from naturalised citizens/refugees and local majorities. Children’s early reading (vocabulary) and math (number recognition) were assessed by the end…
Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care
The existing body of knowledge on the global experiences of im/ migrant parents within early childhood education and care (ECEC) settings reveals a broad spectrum of concerns, which encompass various aspects of institutional education and care, as well as the parents' own patterns of engagement in this realm.Navigating through the multitudinous and increasingly diverse array of parental perspectives, which are often marked by conflicting opinions…
A longitudinal study on the predictors of early grades learning attainments in low-and-middle-income countries: Evidence from Tanzania
Promoting family- centred early interventions: Evaluating predictors of early paternal involvement for children with disabilities in the United Arab Emirates
Debates on paternal engagement in caregiving for children with disabilities in the early years of development has been limited in non-Western contexts. The current study drew on mothers and fathers to understand paternal involvement in the provision of early intervention services to children with disabilities in the United Arab Emirates. We administered the Fathers’ Involvement in Disability Rehabilitation Scale to 598 couples. We analysed data u…
Navigating the waterscapes: Children's expressions and perspectives of water across Aotearoa, Norway, and Tanzania
Water plays a significant role in the lives of children, yet their perspectives are rarely included in environmental debates. Environmental learning is often framed around human benefit; this study instead examines the significance of water and waterscapes through children’s relationships and entanglements with them. The exploratory study investigates children’s geographies and meaning-making as they explore local water sources and waterscapes, a…
Psychology (9 works) · Developmental psychology (7 works) · Sociology (7 works) · Tanzania (7 works) · Refugee (6 works) · Socioeconomics (6 works) · Early Childhood Education and Development (5 works) · Geography (5 works) · Parental Involvement in Education (5 works) · Poverty, Education, and Child Welfare (5 works)