Gratitude is one of the virtues that reflect high moral standards in a person. Most studies on the conceptualization, development, and function of gratitude have been conducted in western, educated, industrialized, rich, and democratic (WEIRD) societies particularly from the United States. The few studies addressing this virtue in Africa (ie South Africa, Kenya) have addressed the adolescent age-group and not children below 10 years. Our project will use a cross-cultural lens and focus on 4-8 years old, chosen because this is the age that children typically transition from home to school, in Kenya and Ethiopia (and other countries with similar characteristics). This transition has been shown to be disorienting to children in non-Western communities who have to engage a new way of teaching and learning for the first time, often disrupting what they had learnt at home.

It is important to investigate how teaching, learning and expression of gratitude in this age group is conducted at home and school settings and document any changes and/or what stays the same before further processes such as measurement of the virtue can be conducted.

The project’s three questions are:

1. How is gratitude taught to children at home?
2. How is gratitude taught to children at school?
3. What strategies of socialization related to gratitude can be observed in children 4-8 years and their care-givers?

The project uses both qualitative and quantitative methods that child observations and key informant interviews. The project hopes to share evidence with a variety of users including front-line child care providers, practitioners and educators

Investigating Team:

1. Pamela Wadende - Kisii University, Kenya
2. Missaye Mengstie - University of Gondar, Ethiopia