Abstract: Early childhood is a critical stage for language and cognitive development, with vocabulary growth and critical thinking being key components for long-term academic success. This study examined the influence of interactive read-aloud on vocabulary acquisition and critical thinking among Standard One pupils in Tanzania. By incorporating teacher-pupil dialogue during reading sessions, interactive read-aloud provide opportunities for pupils to engage with new vocabulary in meaningful contexts and develop higher-order thinking skills. Employing a qualitative approach, this study analyzed data collected through classroom observations, teacher interviews, and secondary educational sources. Findings reveal that pupils who regularly participated in interactive read-aloud demonstrated notable improvements in vocabulary usage and critical thinking abilities. The results suggest that, when strategically implemented, interactive read-aloud enhances pupils’ cognitive and linguistic capacities. The study highlights the need for improved access to high-quality reading materials and teacher training to maximize the benefits of this instructional approach. Recommendations include professional development for teachers and investment in diverse literary resources.

Abstract: The study sought to establish the role of childcare programs and family involvement in enhancing child development in pre-primary schools in Nakalama and Bumalamagi sub-counties of Iganga District, Uganda. The study was guided by the following objectives: How do childcare programs and family involvement support child development, the challenges hindering the role of childcare programs and family involvement in promoting child development in pre-primary schools, the strategies that can be used to overcome the challenges facing childcare programs in promoting child development and how can family involvement be enhanced in promoting child development in pre-primary schools in Iganga District. The study used descriptive survey design that included both quantitative and qualitative methods. Purposive and random sampling techniques were used to sample the 77 key respondents drawn from the district, sub-counties, and institutions. Specifically reviewed literature, observation, focus group discussion, and interviews were used during data collection. The findings revealed that childcare programs and family involvement help children develop physically, socially, intellectually, and spiritually. Some of the challenges hindering the role of childcare programs and family involvement in promoting child development were; Shortage of trained and qualified teachers in pre-primary schools and Lack of public awareness in enhancing child development. It is recommended that the government refocus its strategy on addressing the country’s education crisis and confronting issues at the grassroots level and intensifying the training of Caregivers for Early Child Development programs including embarking on implementing ECD programs in all government aided primary schools.