scholarly journals ‘Let’s Grow Together’: Understanding the Current Provision of Early Childhood Development and Education for Children with Disabilities in Rural Malawi through Community-based Participatory Research

2020 ◽  
pp. 1-16
Author(s):  
Margo Greenwood ◽  
Ingrid Gercama ◽  
Paul Lynch ◽  
Katie Moore ◽  
Mika Mankhwazi ◽  
...  
Keyword(s):  
Early Childhood ◽  
Participatory Research ◽  
Children With Disabilities ◽  
Early Childhood Development ◽  
Community Based Participatory Research ◽  
Childhood Development ◽  
Community Based ◽  
Current Provision

scholarly journals The cultural spaces of young children: Care, play and learning patterns in early childhood among the Guji people of Ethiopia

2018 ◽  
Vol 9 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Tadesse Jaleta Jirata
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Community Based ◽  
Rural Villages ◽  
Social Actors ◽  
Ethnographic Fieldwork ◽  
Learning Patterns ◽  
Cultural Spaces

In this article, I address African indigenous knowledge of early childhood development by discussing young children’s cultural spaces of care, play and learning among the Guji people of Ethiopia. I analyze practices in the cultural spaces of young children and show how participatory community-based care and learning are pivotal in the tradition of early childhood development in the Guji people. Furthermore, I present the features of play and learning traditions in which young children are social actors in sustaining social interaction and stability in their neighborhoods. My discussion is based on data drawn from 10 months ethnographic fieldwork carried out in the rural villages of the Guji people.

scholarly journals Facilitating the Participation of Children with Disabilities in Early Childhood Development Centres in Malawi: Developing a Sustainable Staff Training Programme

2020 ◽  
Vol 12 (5) ◽  
pp. 2104
Author(s):  
Anita Soni ◽  
Paul Lynch ◽  
Mike McLinden ◽  
Jenipher Mbukwa-Ngwira ◽  
Mika Mankhwazi ◽  
...  
Keyword(s):  
Early Childhood ◽  
Low Income ◽  
Children With Disabilities ◽  
Early Childhood Development ◽  
National Policy ◽  
Training Programme ◽  
Sub Saharan Africa ◽  
Childhood Development ◽  
Low Income Countries ◽  
Sub Saharan

This article explores the development of a sustainable training programme supporting the inclusion of children with disabilities in early childhood, education and care (ECEC) centres in Malawi. This programme is based on a review of literature of curriculum, pedagogy and teaching approaches in ECEC in sub-Saharan Africa, alongside a review of national policy documents. The training was designed to enable staff to value the inclusion of children with disabilities in ECEC centres, as well as suggesting practical ways to do so. We set out our response to the gap in training of ECEC staff through the development of a supplementary integrated training programme, which, whilst respectful of the curriculum, policy and practice of Malawi, challenged staff to consider ways of including children with disabilities (CWD) and their families. We suggest this is a pragmatic and sustainable model that could be applied to training in other ECEC settings across the region in sub-Saharan Africa. It concludes with guiding principles for training those working in ECEC with young children with disabilities in low-income countries.

scholarly journals Informal community-based early childhood development as a focus for urban public theology in South Africa

2014 ◽  
Vol 70 (3) ◽  
Author(s):  
J.P. Van der Walt ◽  
Ignatius Swart ◽  
Stephan De Beer
Keyword(s):  
South Africa ◽  
Early Childhood ◽  
Early Childhood Development ◽  
Service Providers ◽  
Urban Setting ◽  
Childhood Development ◽  
Public Theology ◽  
Specific Situation ◽  
Community Based ◽  
Informal Community

This article highlights important dimensions of public theology and shows how the identified dimensions are relevant to the specific situation of informal early childhood development (ECD) facilities in a South African urban setting. The article considers the contributions and challenges of informal community-based ECD on the basis of research conducted in the Rustenburg/Phokeng area of the North West province of South Africa. It critically discusses the sociocultural discourses and legislation regulating ECD centres, by focusing on the constraints put on informal ECD service providers. It concludes by considering ways in which urban public theology should act to serve, strengthen and advocate this vitally important, yet informal, sector.

scholarly journals Inclusion in Early Childhood Development Settings: A Reality or an Oasis

2021 ◽  
Author(s):  
Joyce Mathwasa ◽  
Lwazi Sibanda
Keyword(s):  
Early Childhood ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Human Right ◽  
Life Long Learning ◽  
What Works ◽  
Unpublished Studies

Inclusive education within the Early Childhood Development settings has been identified as the most equitable practice for children with disabilities and is based on acknowledging it as a fundamental human right and a foundation for life-long learning for all children. Based on the concept of human rights, inclusion has been viewed as an ambiguous and imaginable consequence of excessive promise, which does not refer to early childhood; hence, practitioners have challenges in its applicability. This chapter aims to unravel the mysteries behind inclusion in early childhood, exploring the realities of what works and what does not work to inform policy making mechanism. Literature from renowned published work that focuses extensively on various countries across continents is reviewed. Local recently published and unpublished studies that scrutinise the association between practitioner qualification and quality of the ECD centres; those that have explored the success and challenges of inclusion in ECD will be examined. It is envisaged that this chapter would come up with best practices in the implementation and assessment of inclusive education in the ECD settings that will benefit children with disabilities, their parents or caregivers, and stakeholders.

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