An Analysis of how Contemporary African Child-Rearing Practices affect a Child's SelfConcept and Learning

This paper endeavors to highlight how contemporary African child-rearing practices affect a child’s selfconcept and learning. It also observes that child-rearing practice is a prominent challenge for many parents including ones in sub-Saharan Africa. By observing and scrutinizing the common child-rearing practices in Zimbabwe, the researchers noted that some contemporary African child-rearing practices might either enhance a positive self-concept leading to enhancement in learning or the opposite where some practices actually instill a negative self-concept that eventually deters learning. It, therefore, provides clear-cut roles, obligations, rights, expectations and sanctions within the common authoritative, permissive and autocratic parenting styles which seem to be a dilution of traditional African child-rearing practices due to the influence of other diverse cultures, religion and the development of technology. Some parents today, seem to be a reflection of not only one parenting style, but a chameleon representation of what they consider the best parenting option for each situation. Arguing mainly from a Humanistic point of view, this paper prescribes specific implications for parenting and teaching where a strong commitment to child-care by every parent or caregiver is highly recommended. Any good parenting style should enhance a child’s positive self-concept and provide ideal learning experiences and guidance for all young people within their phenomenal field