Worldwide, toy libraries are regarded as a non-centre-based early childhood education programme. In South Africa the majority of young children live in poverty and do not have access to early learning opportunities and play materials before entering formal schooling. This study investigated how toy libraries provide play-based learning opportunities for young children. Seven toy library sites located in five South African provinces (Gauteng, Mpumalanga, Free State, KwaZulu-Natal and North West) participated in the study. The participants consisted of toy librarians, managers and parents. The toy librarians were selected purposively, applying the criterion that play-based early learning sessions were provided to children younger than six years. The research methodology employed was qualitative, and an interpretivist paradigm informed the multiple case study design. The conceptual framework was based on learning and systems theories informing how young children learn. The toy library operations and play-based early learning session characteristics inform the framework of quality standards for toy libraries. The data production strategies included focus group discussions of photographs, document analysis and observations of play sessions. The group discussion and observation transcriptions, documentation and photographs were analysed by means of coding. Three themes, namely young children and learning, toy library operations and play-based early learning, and nine sub-themes emerged that include academic learning, 21st century skills, administration, play materials, services, challenges, developmentally appropriate practice by toy librarians, play-based learning pedagogy indicators and characteristics of play-based learning. The findings indicate that toy libraries provide access to play-based early learning sessions to young children. However, a variety of developmentally and culturally as well as age-appropriate play materials and play-based early learning sessions that include a variety of play opportunities are required. In addition, the framework of quality standards for toy libraries was enhanced as a result of the study. This framework provides guidance on how to operate a toy library which includes, apart from lending toys, play-based early learning sessions in its services. / Thesis (PhD)--University of Pretoria, 2017. / Early Childhood Education / PhD / Unrestricted

Thesis advisor: Eric Dearing / Despite global efforts toward improving gender equity in education, gender-based disparities in learning opportunities and academic outcomes are still prevalent. Many gender differences in learning and academic outcomes begin emerging early in life, even before children start formal schooling. Both theory and empirical evidence point toward children’s exposure to gender-differentiated treatment from caregivers that arises from gendered stereotypes, expectations, and cultural norms. As young children’s brains have evolved to detect the subtlest nuances in their environments, even small gender differences in learning experiences could have lasting consequences in their developmental trajectories and later-life outcomes. In turn, understanding gender disparities in early learning opportunities is critical to catalyzing young girls’ and boys’ positive learning trajectories from early on. A major challenge for the field, however, has been the very limited attention given to these issues in low- and- middle-income countries (LMICs), where about 90% of the world’s children live. The present dissertation consists of three empirical papers focused on young children in LMICs, providing significant contributions to the cumulative knowledge on gender differences in early learning. Respectively, the three papers: (1) provide a thorough accounting of gender disparities across and within 71 countries, (2) uncover specific caregiving mechanisms that help explain these gender disparities in early learning outcomes across and within countries, and (3) delve into the perceptions and meaning makings of mothers and fathers about gendered parenting practices at the local level. By so doing, this dissertation pushes forward our understanding of gender disparities in early learning opportunities and development across multiple ecological levels. The results may help inform global policy and practice aimed at gender equity, a matter of social justice that has proven to affect the social fabric, economic vitality, and political stability of nations. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.