Because the majority of children in many countries are being raised in the dual contexts of home and early childhood settings, early childhood education and care programs are an important site of inquiry not only because of their implications for children’s cognitive, social, and emotional development, but also for their influence on early childhood educators, parents, and the community at large. At the same time that researchers and practitioners were increasingly recognizing the importance of community involvement in early childhood programs, reforms in governance worldwide were giving rise to discourse on small participatory spaces that theorists contend are crucial to the health of a democracy and core to the idea of civil society. This study helps close the gap in the scarcity of research knowledge and educational practice that considers the perspectives of teachers, parents, and other members of a marginalized community in a non-western setting of their participation in an early childhood program. In particular, it sought to understand better whether parental and community participation in an early childhood setting in a South African township has the potential for constructing and strengthening citizenship. This study found generally that participation in this pre-school offered opportunities for meaningful participation in civil society; some participants, however, expressed disappointment and frustration at continuing disparities and inequities.

Because the majority of children in many countries are being raised in the dual contexts of home and early childhood settings, early childhood education and care programs are an important site of inquiry not only because of their implications for children’s cognitive, social, and emotional development, but also for their influence on early childhood educators, parents, and the community at large. At the same time that researchers and practitioners were increasingly recognizing the importance of community involvement in early childhood programs, reforms in governance worldwide were giving rise to discourse on small participatory spaces that theorists contend are crucial to the health of a democracy and core to the idea of civil society. This study helps close the gap in the scarcity of research knowledge and educational practice that considers the perspectives of teachers, parents, and other members of a marginalized community in a non-western setting of their participation in an early childhood program. In particular, it sought to understand better whether parental and community participation in an early childhood setting in a South African township has the potential for constructing and strengthening citizenship. This study found generally that participation in this pre-school offered opportunities for meaningful participation in civil society; some participants, however, expressed disappointment and frustration at continuing disparities and inequities.

<p>In the largest known investigation to date of the prevalence of resilience following experiences of child maltreatment, a statewide, longitudinal sample of maltreated children was used to measure the prevalence of resilience, defined in this study as consistent competence over time and across multiple domains of functioning within the academic setting. In response to the relative paucity of resilience research using large samples, multiple domains of functioning, and longitudinal data, the current study measured resilience in a sample of over 150,000 children who were reported to child protective services agencies for suspected maltreatment. Functioning was measured within three distinct domains (academic performance, special education, and behavioral functioning) across a time period of up to 7 years. A sample of over 450,000 children with no known maltreatment history was used to compare relative rates of consistent competence over time and examine any differential effects on competence across groups. Approximately 18% of maltreated children exhibited consistently competent functioning in all domains across all available years of data, whereas approximately 35% of nonmaltreated children demonstrated consistent competence. County-level introduction of differential response policies investigating children's reported maltreatment was found to promote higher rates of competent functioning. In addition, relative levels of government expenditures in children's counties on two popular statewide early childhood programs (Smart Start and More At Four) were found to predict competent functioning for maltreated and nonmaltreated children alike. These findings suggest that child welfare policies aimed at identifying and assisting high-risk families in need of services and support and community programs targeted at improving children's early development and school readiness hold promise for improving adaptive functioning among maltreated children at high risk for experiencing difficulties in the school environment.</p> / Dissertation

The research study was determined by the fact that child development is important and that teachers/caregivers must acknowledge every child's level of development, age, individuality, social and cultural background when planning a program. Children are complex beings and therefore the literature study focused on pre-schooler, three to five years, child development during this stage and domains and principles of development. Semi-structured interviews were based on literature study and used to guide the interviews. After analyzing the data themes and sub-themes was identified and verified with literature. The teachers/caregivers were able to share knowledge, experiences, needs and concerns. To conclude recommendations were made to help teacher/caregivers to plan how to include child development in their daily program. / Social Work / M.Diac (Play Therapy)

The research study was determined by the fact that child development is important and that teachers/caregivers must acknowledge every child's level of development, age, individuality, social and cultural background when planning a program. Children are complex beings and therefore the literature study focused on pre-schooler, three to five years, child development during this stage and domains and principles of development. Semi-structured interviews were based on literature study and used to guide the interviews. After analyzing the data themes and sub-themes was identified and verified with literature. The teachers/caregivers were able to share knowledge, experiences, needs and concerns. To conclude recommendations were made to help teacher/caregivers to plan how to include child development in their daily program. / Social Work / M.Diac (Play Therapy)