Understanding How Caregiver-Child Relationships Shape Children's Socialisation, Communication, Cooperation And Participation In Daycare Activities

This study examined how caregiver–child relationships shape children's socialisation, communication, cooperation and participation in daycare activities in Ubungo Municipality, Tanzania. Guided by Symbolic Interactionism and Bronfenbrenner's Ecological Systems Theory, it adopted a qualitative case-study approach in five daycare centres. The study involved 22 adult participants, and used purposive sampling. Data collection is described in the source document through semi-structured interviews and non-participant observation; a focus group discussion is also mentioned, although its implementation is not detailed consistently. Thematic analysis was used to organise participants' accounts and observational evidence. Findings presented in this article show that caregivers supported children's social experiences through emotional reassurance, communication, storytelling, play, supervision and behavioural guidance. Parents also described changes in children's communication and sharing behaviours. However, the evidence identified uneven emotional responsiveness, limited individual attention, resource constraints, limited training opportunities and a reported use of corporal punishment in one centre. The study concludes that caregiver–child relationships are central to children's participation and socialisation, but the quality of these relationships depends on everyday caregiving practices and institutional support. It recommends strengthening responsive caregiving, professional development and communication between daycare centres and families.