Early Childhood Development in Communities

Subarea Leader: Dr S Greyling

Subarea Members: Prof S Esterhuizen, Prof M Koen, Dr C du Toit, Dr M Neethling, Dr E Wessels, Dr A Schoonen, Dr H Theron, Dr J Brits, Dr J Keating, Dr H Theron, Dr R Mayimele, Dr S Greyling, Ms S Pedro, Ms E Nkwe, Ms I Lesabe, Ms S Fourie, Ms P Matu, Ms B Taylor, Ms M Uys, Ms E Steyl

Focus:

A collaborative appraoach between teachers, practitioners, caregivers, parents and NWU ECD researchers to support the holistic and sustainable development of children 0-9 years by means of play-based learning.

 

Projects

Dr Marinda Neethling and Dr Elsabe Wessels

Early Childhood Care and Education: building partnerships between teachers, caregivers and parents for the holistic development of young children

Members: Prof M Koen; Dr M Neethling; Dr S Esterhuizen;  and Ms Benita Taylor, gatekeeper, 3 teachers and 3 parents.

 

It is widely accepted that experiences and stimulating environments in the early years of a child’s life are critical for future personal and academic success (Amod & Heafield, 2013; Unicef, 2013). Excell (2016) supports this view by arguing that quality education is a key ingredient to improve the physical, social, emotional and cognitive development of young children. The rationale behind holistic development lies in the idea that young children who grow up with poverty and neglect are more at risk of health problems, poor adjustment and poor performance at school (Fourie & Kgalenga, 2014). It is argued that while millions of children in South Africa do not reach the expected milestones, this situation could be avoided if provision for early intervention programmes is made a priority (Molosiwa & Phasa, 2017). The question arises: How can partnerships to enhance the holistic development of young children between a university and ECCE centres be developed?

The Government in South Africa acknowledges the importance of holistic development and has embarked on a national reform to raise the quality of early childhood education (Rala & Salami, 2019). National policies, for example the National Early Learning and Development Standards (NELDS, 2015), National Curriculum Framework (NCF, 2015) and White Paper 5, represent the Governmental vision, plans and visible strategies for Early Childhood Development (ECD) and Early Childhood and Care Education (ECCE) to enhance the well-being in the early years. Globally school readiness is regarded as an acceptable strategy to close the learning gap and to develop the full potential of all young children (Unicef, 2013). Psychologists point out that school readiness involves a range of skills in multi-dimensional domains (Rimms-Kaufman & Sandilos, 2017). While there is no single indicator to predict academic success, the NCF (2015) policy highlights that integrated development in the following six critical areas (Early Learning and Development Areas (ELDA’s) is vital in preparing young children for formal education, namely wellbeing, identity and belonging, creativity, communication, mathematics, knowledge and understanding. While the parent is in the best position to teach learners the above skills, many parents in South Africa experience challenges to support their children (Selepe & Moll, 2016). As a result, this role is often deputised to teachers or caregivers in early childhood centres (Shertiel, 2018:16). Research acknowledges that outcomes for children in the early years will be enhanced when effective partnerships are developed to support the children (Rouse, 2012). The overarching aim of this partnership is to collaboratively develop educational interventions to enhance the holistic development of young children. Participatory action learning and action research (PALAR) will be employed as a collaborative process where iterating cycles of action and reflection by teachers, caregivers and university partners will be used as a basis for the development of interventions to develop young children holistically (Worall & Harris, 2013:116).

 

Strengthening the capacity for play-based learning in ECDE through a collaborative approach between stakeholders

Project leader: Prof Stef Esterhuizen

Members: Prof M Koen; Mrs Marita Miller (DHET), 1 teacher and 2 practitioners

The alarming high rate of Grade 1 learners failing their first year of formal schooling, can be attributed to their lack of school readiness and development of imperative skills necessary for the demands of successfully completing their Grade 1 year (Khumalo, 2020; Retief, 2020; Slatter, 2020). Quality Early Childhood Development and Education (ECDE) is of paramount importance to address poor academic performance in later years. Children in the age group 0 – 9 years learn best through first-hand experiences when they engage in real-life and imaginary activities (Burgemeester, 2019; UKEssays, 2018; UNICEF, 2018). Play-based learning motivates, stimulates and supports learners’ development of skills, concepts, language acquisition, communication and concentration (UKEssays, 2018; UNECEF, 2018). Research recognises positive and enhanced outcomes for children in their early years when collaboration between stakeholders are formed to develop young children holistically through play-based learning (Rouse, 2012). This project aims to answer the following research question: How can the capacity for play-based learning in ECDE between stakeholders be strengthened through a collaborative approach? The critical transformative learning theory will guide this research (Mezirow, 1991), because it plays a significant role in adult education and brings about change in what we know and how we teach. The critical learning theory takes place through critical reflection, innovative problem solving and interactive, participatory dialogue (Hoggan, 2016).

Participatory Action Learning and Action Research (PALAR) will be utilised. A collaborative approach of reiterating cycles of actions and reflection by practitioners, teachers and university partners will be used to strengthen the capacity for play-based learning in ECDE between stakeholders (Worall & Harris, 2013).

​Future project

  • Habits of mind through play-based approach

External funding: has been secured by the Collaborative Action Research Network: Susan Noffke Action Research Foundation.

 Capacity development 2020

  • Supervision Workshop
  • Learning festival
  • Singakwenza workshop: The participants brought play to the classroom after attending a workshop with Singakwenza (which means “we can do it” in isiZulu). Singkawenza is a fun effective training programme for adults where the focus is on learning through play and to make educational toys from recycled material.