scholarly journals Leadership in Implementing Inclusive Education Policy in Early Childhood Education and Care Playrooms in South Africa

2021 ◽  
Vol 11 (12) ◽  
pp. 815
Author(s):  
Keshni Bipath ◽  
Jongiwe Tebekana ◽  
Roy Venketsamy
Keyword(s):  
South Africa ◽  
Early Childhood ◽  
Rural Communities ◽  
Education Policy ◽  
Inclusive Education ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Eastern Cape ◽  
Education And Care ◽  
Inclusive Education Policy

Leadership plays a central role in improving and sustaining quality in Early Childhood Development (ECD) settings in the South African context. This article explored the leadership of the Inclusive Education Policy (IEP) and the challenges experienced by ECD centre managers and teachers. Children with disabilities are most vulnerable, marginalised, and denied access to early education, especially in rural communities. Grounded in Bronfenbrenner’s ecosystems theory, the study adopted a qualitative approach. The participants included three centre managers and three teachers from Early Childhood Development centres in the Eastern Cape, South Africa. The findings revealed that most participants had minimal knowledge and understanding of the policy and its implementation. There was also a lack of leadership from the policymakers to ensure that the IEP was monitored, supported, and implemented. Our recommendations are that all ECD practitioners receive appropriate training and development on the policy, ongoing support and guidance in implementing the policy, and proper resources for their centres and playrooms (financial, physical, and human resources).

scholarly journals The experiences of early childhood development home visitors in the Eastern Cape province of South Africa

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Lenette Azzi-Lessing ◽  
Kim Schmidt
Keyword(s):  
South Africa ◽  
Early Childhood ◽  
Home Visiting ◽  
Early Childhood Development ◽  
Small Sample ◽  
Childhood Development ◽  
Eastern Cape ◽  
Review Of The Literature ◽  
Scarce Resources ◽  
Home Visitors

Background: This article examines the development of early childhood development (ECD) home-visiting services in South Africa.Aim: To examine the factors that could support the success of home-visiting programmes as well as to explore the experiences of bachelor’s-level home visitors rendering such services.Setting: This study was conducted in the Eastern Cape, a highly impoverished area of South Africa.Methods: It begins with a discussion of the emergence of home-visiting as a strategy for the delivery of ECD services in South Africa and a review of the literature on ECD home-visiting, particularly with highly vulnerable, impoverished families. Next a focus group conducted with a small sample of home visitors as part of a multi-faceted community assessment is described. The results are examined within the context of challenges facing this particular part of South Africa and the nation as a whole.Results: Four themes emerged as most prominent: (1) encountering the effects of extreme family poverty, (2) identifying high rates and multiple aspects of child maltreatment, (3) encountering scarce resources in high-need areas and (4) finding rewards and maintaining a desire to continue serving challenging populations.Conclusion: This study provides a unique window on the challenges that ECD home visitors are likely to encounter when working with families living in extreme poverty, the resourcefulness that home visitors often demonstrate and the rewards to be found in this work.

scholarly journals Voices heard and lessons learnt: Exploring multiple knowledges and local participation in a community-based integrated early childhood development project in rural South Africa

2019 ◽  
Vol 10 (1) ◽  
pp. 13-32
Author(s):  
Jaclyn Murray ◽  
Norma Rudolph
Keyword(s):  
South Africa ◽  
Early Childhood ◽  
Early Childhood Development ◽  
Opportunity To Learn ◽  
Integrated Approach ◽  
Development Project ◽  
Childhood Development ◽  
Eastern Cape ◽  
Community Stakeholders ◽  
The Rich

Abstract Following calls for diverse and contextual perspectives of the rich lives of young children, their families and communities from/in the Global South, this paper presents critical reflections emerging from a three-year (2016-2019) communitybased Integrated Approach to Early Childhood Development (ECD) project implemented in the rural Eastern Cape Province, South Africa. It explores the critical relationship established between a range of stakeholders involved in this project as reflected on by two community activists working together in the area of early childhood in the province for thirty years. This article highlights the importance of situating any community development initiative aimed at addressing early childhood provision in marginalised communities within a social justice framework. This includes identifying constraints inherent in unequal relations of power that risk undermining solidarity and agency for community stakeholders. It foregrounds accountability measures that emerge from local initiatives rather than from narrow predetermined project outcomes. This provides an opportunity to learn from, and engage with, experiences from the margins, thereby challenging some dominant narratives circulating, and often informing, early childhood policy and provision.

Parents and Technology

2019 ◽  
pp. 610-641
Author(s):  
Sean W. Mulvenon ◽  
Sandra G. Bowman
Keyword(s):  
Early Childhood ◽  
Rural Communities ◽  
Early Childhood Development ◽  
Well Being ◽  
Childhood Development ◽  
The Internet ◽  
Resource Model ◽  
Health And Nutrition ◽  
Use Of Technology ◽  
Parents And Technology

The use of technology to improve the health and nutrition outcomes of children has been improving in recent years with many resources available online. Additionally, the expansion and continued growth of the Internet allows a method of access to information that transcends the traditional geographical obstacles in providing educational resources to parents in rural communities. A review of research and resources online to support parents with early childhood development is presented. A challenge identified in use of technology is the “silo” mentality of resources and the integration of education, health, nutrition, and social well-being information as a single resource for parents. Based on the research a comprehensive resource model is presented that integrates essential maturational and academic development for children. Additionally, the use for improved metrics and their development is provided.

scholarly journals Problems and Prospects in Early Childhood Education Provisioning in Turkey and South Africa

2015 ◽  
Vol 52 (4) ◽  
pp. 444-457
Author(s):  
Corinne Meier ◽  
Eleanor Lemmer ◽  
Demet Gören Niron
Keyword(s):  
South Africa ◽  
Early Childhood ◽  
Early Childhood Development ◽  
Systems Approach ◽  
Analytical Framework ◽  
The United States ◽  
Childhood Development ◽  
Policy And Practice ◽  
The Us ◽  
Made In

The benefits of early childhood development (ECD) programmes are strongly supported by evidence of reduced school dropout and repetition rates. However, the literature on ECD is primarily grounded in research based in the United States (US); in the light of this gap in the literature, this paper provides a comparative overview of ECD policy and practice from outside of the US, namely in South Africa and Turkey. As a theoretical framework the paper has followed the World Bank’s Systems Approach for Better Education Results (SABER)-ECD Analytical Framework. Findings indicate that both countries have established an enabling policy environment for ECD but implementation and the setting of and compliance to standards for quality is still emerging, in spite of massive strides made in this field during the past fifteen years.

Rethinking gifted education in South Africa

2016 ◽  
Vol 33 (3) ◽  
pp. 273-285
Author(s):  
Marietjie Oswald ◽  
Erika Rabie
Keyword(s):  
South Africa ◽  
Education Policy ◽  
South African ◽  
Inclusive Education ◽  
Gifted Students ◽  
Academic Experiences ◽  
Structured Interviews ◽  
Collective Case Study ◽  
Social Challenges ◽  
Inclusive Education Policy

In this article, we report the findings of a qualitative, collective case study exploring the academic experiences of six grade 11 gifted students in two schools in diverse socio-economic communities in rural Western South Africa. Gifted students represent an important component of a nation’s intellectual capital. They possess the qualities needed to find innovative solutions for many scientific and social challenges. Despite inclusive education policy initiatives aimed at ensuring quality education for all, the extant research indicates that gifted students from all socio-economic levels and cultures are neglected in South African classrooms. In this study, the voices of the students themselves were analysed. Whilst they are on the receiving end of education policy and teaching initiatives, their contributions are seldom sought. Our data collection methods included multiple measures and six in-depth individual semi-structured interviews as well as a focus group interview with all the subjects. The informal findings showed that academically gifted students from both affluent and disadvantaged backgrounds face similar challenges. They often feel neglected and academically under-stimulated. Recommendations were made to address their needs more appropriately.

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