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Developmental outcomes of children from an urban middle-income South African settingWrigglesworth, Megan Noléne January 2021 (has links)
Introduction: A population especially overlooked in early childhood development research is the ‘missing-middle’, predominantly represented by middle-income, urban populations. Research typically focuses on populations that are either from lower- or upper socioeconomic classes. Insight into the risks, protective factors, and developmental outcomes of children from middle-income populations is needed to guide the implementation and customisation of early intervention policies and services.
Aim: The study aimed to describe the developmental outcomes of young children aged six to 24 months from an urban, middle-income setting in South Africa using a descriptive correlational research design.
Method: The Vineland-3 was used to describe the developmental outcomes of 55 children between six to 24 months, from an urban, middle-income setting in South Africa. The mHealth PEDS was used to identify caregivers’ concerns regarding their children’s development.
Results: Caregivers’ concerns were positively associated (φ = 0.355; p = .024) with their children’s overall developmental outcomes, emphasising their valuable contribution in early identification of developmental delays. Fifteen percent (n = 8) of participants’ children presented with developmental delays, with low birth weight identified as a significant developmental risk (p = .011). Within this sample population, higher maternal education was identified as a significant protective factor (p = 0.16).
Conclusion: Developmental delays, risks, strengths and protective factors exist within an urban, middle-income South African setting. Early childhood development can be promoted in all income settings by using baby wellness clinics as a point of access to identify children at risk for developmental delays through caregiver-led developmental screening. Prioritising early childhood development across different socioeconomic classes will help ensure that all children reach their full developmental potential. / Dissertation (MA (Speech-Language Pathology))--University of Pretoria, 2021. / National Research Foundation (NRF) / Speech-Language Pathology and Audiology / MA (Speech-Language Pathology) / Unrestricted
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Grade R teachers' perceptions of early childhood development and how these impact on classroom practice.Excell, Lorayne Anne 27 February 2012 (has links)
In this qualitative research study I explored Grade R teachers’ perceptions of early childhood development and how these impact on their classroom practice. Using an early childhood theoretical framework which was predominately informed by developmental and socio-cultural perspectives I interrogated teachers’ understandings of children, quality classroom practice and early childhood contexts. Although the literature acknowledges the contested nature of quality within the ECD/Grade R context, research evidence indicates that the role of the teacher is pivotal if education is to be successfully realized in the early years. This notion of quality embraces particular aspects of practice such as managing the classroom environment, being able to engage children in the learning process through a process of sustained shared thinking and supporting learning in a variety of different contexts. Furthermore, good practice is informed by an in-depth understanding of contemporary issues embedded in socio-cultural contexts of children and families. Within the South African context Grade R is a problematic year despite being the first year of the Foundation Phase. Policy documents informing practice are ambiguous, Grade R teachers are not required to have a formal teaching qualification and they are not afforded the same conditions of service as other teachers. All these factors have served to marginalize the Grade R teacher. The research sample comprised twelve teachers from ten schools who were purposively selected from GDE and free standing community Grade R classes. An important selection criterion was a willingness to be involved in the project. In this multiple case study data were collected through classroom observations, interviews, critical incidents and documentary evidence. The research findings were first analysed according to three broad themes and then further interrogated through three knowledge positions identified by Mac Naughton, (2003) as conforming, reforming and transforming positions.
iv
Key findings revealed that although participants could not be definitively situated in any one of the three knowledge positions their practices were largely conforming; with few teachers using aspects of reforming practice. This study is significant within the South African context in that it shows similar findings to those of research done by Nias (1985) and Anning (1991) relating to teachers’ perceptions of themselves and their practice. Teachers perceived themselves as being kind, caring and loving individuals who placed the welfare of children in their care ahead of academic considerations. They all intimated that they followed a constructivist orientation, but found it difficult to articulate a deep understanding of practice. In fact they displayed limited understanding of how in the early years teaching and learning can be realized through a pedagogy of play. A gap was revealed between teachers’ espoused theories and their theories-in-use which were predominately didactic in orientation. The study showed the impact of current constraints of the Education Department. Given these constraints the role of South African universities should be to deepen both theoretical and practical insights into early years pedagogy through appropriate teacher-focused interventions.
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Zusammenhänge zwischen Medienkonsum, Eltern-Kind-Interaktionen und der frühkindlichen Entwicklung: Ergebnisse der LIFE Child-StudieSchwarzer, Clarissa 19 July 2023 (has links)
Background: Excessive media usage affects children’s health. This study investigated associations between children’s and mother’s media use, parent-child interactions, and early-childhood development outcomes.
Methods: 296 healthy 2- to 5-year-old preschoolers (52.4% male, mean age = 3.5) and
224 mothers from the LIFE-child cohort study were analyzed. Screen times and parent-child interactions were assessed using standardized parental questionnaires. Developmental skills were investigated using the standardized development test ET 6-6-R.
Results: High screen times in children (> 1 h/day) were significantly associated with lower percentile ranks in cognition (b = -10.96, p < 0.01), language (b = -12.88, p < 0.01), and social-emotional skills (b = -7.80, p = 0.05). High screen times in mothers (> 5 h/day) were significantly associated with high media use by children (OR = 3.86, p < 0.01). Higher parent-child interaction scores were significantly associated with better body motor (b = 0.41,
p = 0.05), cognition (b = 0.57, p < 0.01), language (b = 0.48, p = 0.02) and social-emotional outcomes (b = 0.80, p < 0.01) in children.
Conclusions: Public health strategies should seek to educate caregivers as competent mediators for their children’s media habits, with focus on the need for children to have frequent parent-child interactions.
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Manos a la obra un taller de manualidades para potenciar la motricidad fina en niños de cuatros añosTerrones Chapoñan, Karen Elena January 2024 (has links)
La coordinación de movimientos para realizar con precisión diversas acciones de nuestro día a día hacen que la motricidad fina sea una de las destrezas que debe ser estimulada desde temprana edad en los niños para lograr un mejor desenvolvimiento en su vida diaria. Por ello frente a la problemática que se ha podido observar en una institución educativa se propuso como objetivo diseñar un taller de manualidades para potenciar la motricidad fina en niños de cuatro años de edad. La metodología empleada en esta investigación es de diseño propositivo donde se aplicó un pre-test a una población de 25 estudiantes a través de una lista de cotejo la cual fue validada por cinco expertos para su aplicación. Se obtuvo como resultados que el 90% de los niños se encontraba en un nivel de inicio con respecto a su motricidad fina. Tomando en cuenta los resultados obtenidos se dio paso a la creación de “manos a la obra” 14 talleres de manualidades donde los niños pueden potenciar su coordinación motora fina. Por lo tanto, se concluye que la creación de estos talleres ayudará a potenciar las habilidades motoras finas de
los niños haciéndolos partícipes de la realización de estos. / The coordination of movements to accurately carry out various actions in our daily lives makes fine motor skills one of the skills that must be stimulated from an early age in children to achieve better development in their daily lives. Therefore, in response to the problems that have been observed in an educational institution, the objective was to design a crafts workshop to enhance fine motor skills in four-year-old children. The methodology used in this research is a purposeful design where a pre-test was applied to a population of 25 students through a checklist which was validated by five experts for its application. The results were that 90% of the children were at a beginning level with respect to their fine motor skills.
Taking into account the results obtained, we gave way to the creation of “get to work” 14 craft workshops where children can enhance their fine motor coordination. Therefore, it is concluded that the creation of these workshops will help enhance children's fine motor skills by making them participate in carrying them out.
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Experiences of practitioners in early childhood development centres in impoverished and marginalised predominantly white communitiesKnafo, Tilana 12 1900 (has links)
Poverty is a global concern and the implementation of a quality early childhood
development (ECD) programme is one of the most powerful ways of breaking the
poverty cycle. Although research has been done regarding ECD centres in
impoverished, marginalised and predominantly black communities (informal
settlements), there is little, if any, similar research regarding predominantly white
settlements. The purpose of this narrative study is to explore and understand the
experiences of ECD practitioners regarding their work in impoverished and
marginalised predominantly white communities.
I, therefore, conducted this study from a social constructivist paradigm. The
participants constructed their realities based on their lived experiences and interaction
with others. The experiences of the participants were also influenced by their entire
ecological system – their everyday experiences in their work and lives, as well as more
distal influences for example South-Africa’s socio-political dispensation and cultural
influences. Consequently the study was framed within the Ecological Systems Theory
of Bronfenbrenner.
I collected data through narrative interviews with two participants (ECD practitioners),
and through field notes from observations, documents, photographs and artefacts.
From the coded data, four main themes emerged – social and personal experiences,
experiences concerning place, experiences with camp leadership and experiences
concerning support infrastructure. These themes will be useful to determine the kind
of support that practitioners need to ensure the quality of ECD programmes to support
the optimal development of the children. / Armoede is ʼn globale probleem en kwaliteit kleinkinderontwikkelingsprogramme
(KKO-programme) is een van die kragtigste maniere om die armoede-siklus te
verbreek. Alhoewel daar navorsing omtrent KKO-sentra in verarmde en
gemarginaliseerde oorwegend swart gemeenskappe (informele nedersettings)
gedoen is bestaan daar min, indien enige, soortgelyke navorsing in oorwegend blanke
nedersettings. Die doel van hierdie narratiewe studie is om die ervarings van KKOpraktisyns
in hulle werk in verarmde en gemarginaliseerde oorwegend blanke
nedersettings te ondersoek en te verstaan.
Daarom het ek hierdie studie vanuit ‘n sosiaal-konstruktivistiese paradigma uitgevoer.
Die deelnemers het hulle realiteite geskep gebaseer op hulle geleefde ervarings en
interaksies met ander. Die ervarings van die deelnemers is ook beïnvloed deur hulle
hele ekostelsel – hulle daaglikse ervarings in hulle werk en lewens, asook verwyderde
stelsels van invloed soos Suid-Afrika se sosio-politieke bedeling en kulturele invloede.
Gevolglik is hierdie studie geformuleer binne die Ekologiese Sisteemteorie van
Bronfenbrenner as raamwerk.
Ek het data versamel deur narratiewe onderhoude te voer met twee deelnemers
(KKO-praktisyns), en deur veldnotas van waarnemings, dokumente, foto’s en
artefakte. Uit die gekodeerde data het vier hooftemas navore gekom – sosiale en
persoonlike ervarings, ervarings met betrekking tot plek, ervarings met kampleierskap
en ervarings rakende ondersteuningsinfrastruktuur. Hierdie temas sal bruikbaar wees
om die soort ondersteuning te bepaal wat praktisyns benodig om ʼn kwaliteit KKOprogram
te verseker om sodoende die optimale ontwikkeling van die kinders te
ondersteun. / Early Childhood Education / M. Ed. (Socio-Education)
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An education law perspective on early childhood development provision in rural Namibia / Linea Peneyambeko Kandalindishiwo NuugwedhaNuugwedha, Linea Peneyambeko Kandalindishiwo January 2014 (has links)
Background: After independence education was declared one of the inviolable
fundamental human rights of all persons entrenched in the Supreme Law of the
country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by
a number of research findings and confirmed by educational theorists and decided
cases that appropriate and quality early childhood education is a foundation of all
levels of education. In Namibia currently, public early childhood development and
education is provided by community members in Early Childhood Development
Community Centres in both rural and urban areas. It is against this background that
the purpose of the study on which this research report is based was to determine,
through stakeholder participants’ eyes, how the presumed right to education of the
pre- grade one learners in rural early childhood development and education
community centres (ECDECCs) in Northern Namibia is adhered to.
Research Design and Methodology: The study was based on a qualitative interpretive
hybrid case study of four (including pilot study) rural ECDECCs, review of early
childhood development and education literature, legal literature, relevant legislation,
case law, regulations, policies and International Human Right Instruments conducted
before and after conducting research in the field. Empirical data were collected
through semi-structured individual (one on one) face to face interviews with various
stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians,
community leaders/members, officials from the Ministry of Gender Equality, Ministry of
Education and Human Rights Activists.
The findings of the study were inter alia that all participants had knowledge of and
understood the fact that five to six years old children indeed have the right to
education, and most of them also understood the significance of pre- grade one
learners’ education. As such, the communities were doing everything in their power to
provide early childhood education. However, early childhood development and
education community centres were ill-equipped in terms of physical facilities, human
resources, and learning-teaching aids. In addition, heads of centres/teachers were not
properly trained. There was no tap water, no electricity, and no toilet facilities. Most
children did not fully or not at all attend community centres for early childhood
education, because of inability on the part of their parents/guardians to pay the
prescribed fees. Buildings (structures) in which pre-grade one education was practised
were not completed and therefore not suitable for human occupation, as community
members who initiated them did not have sufficient funds to finance such
undertakings. Literature studies of selected relevant legal literature, Constitutions,
legislation, decided cases and international human right instruments confirm the fact
that pre-grade one education is indeed a legally enforceable fundamental human right
to basic education. To this end, there are legal determinants of the provision of pregrade
one learners early childhood development and education.
Recommendations were that the State (government) had to take over early childhood
education, and that teachers have to be academically and professionally trained and
accordingly paid salaries by the Ministry of Education. Because of the above obstacles
experienced in rural ECDECCs, pre-grade one learners’ right to education leaves
much to be desired. Consequently, it is recommended that the Ministry of Education
must, as of necessity, legally take over education of all pre-grade one learners (preprimary
learners) in entirety in order to comply with the provisions of International
Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia
in particular. In addition, in order to ensure promotion, advancement, realisation and
fulfilment of the pre-grade one learners’ right to education, the current Namibian
Education Act needs to be amended like the South African Schools Act, or a new Early
Childhood Development and Education Act has to be promulgated altogether, to
specifically and particularly cater for the pre-grade one learners’ right to basic
education. This is indispensable because, in the words of Smith (2011: 305): “The
value and necessity of education is beyond dispute because education is both a
human right in itself and a crucial means of realising other human rights.”
The study concluded that early childhood education provision and practice in
ECDECCs in rural areas in their current nature and status at the time of conducting
this study in Northern Namibia leaves much to be desired. As such, it is not the best
possible vehicle for the early childhood development and education provision of pregrade
one education for the five to six years old children in light of their human right to
education. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015
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An education law perspective on early childhood development provision in rural Namibia / Linea Peneyambeko Kandalindishiwo NuugwedhaNuugwedha, Linea Peneyambeko Kandalindishiwo January 2014 (has links)
Background: After independence education was declared one of the inviolable
fundamental human rights of all persons entrenched in the Supreme Law of the
country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by
a number of research findings and confirmed by educational theorists and decided
cases that appropriate and quality early childhood education is a foundation of all
levels of education. In Namibia currently, public early childhood development and
education is provided by community members in Early Childhood Development
Community Centres in both rural and urban areas. It is against this background that
the purpose of the study on which this research report is based was to determine,
through stakeholder participants’ eyes, how the presumed right to education of the
pre- grade one learners in rural early childhood development and education
community centres (ECDECCs) in Northern Namibia is adhered to.
Research Design and Methodology: The study was based on a qualitative interpretive
hybrid case study of four (including pilot study) rural ECDECCs, review of early
childhood development and education literature, legal literature, relevant legislation,
case law, regulations, policies and International Human Right Instruments conducted
before and after conducting research in the field. Empirical data were collected
through semi-structured individual (one on one) face to face interviews with various
stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians,
community leaders/members, officials from the Ministry of Gender Equality, Ministry of
Education and Human Rights Activists.
The findings of the study were inter alia that all participants had knowledge of and
understood the fact that five to six years old children indeed have the right to
education, and most of them also understood the significance of pre- grade one
learners’ education. As such, the communities were doing everything in their power to
provide early childhood education. However, early childhood development and
education community centres were ill-equipped in terms of physical facilities, human
resources, and learning-teaching aids. In addition, heads of centres/teachers were not
properly trained. There was no tap water, no electricity, and no toilet facilities. Most
children did not fully or not at all attend community centres for early childhood
education, because of inability on the part of their parents/guardians to pay the
prescribed fees. Buildings (structures) in which pre-grade one education was practised
were not completed and therefore not suitable for human occupation, as community
members who initiated them did not have sufficient funds to finance such
undertakings. Literature studies of selected relevant legal literature, Constitutions,
legislation, decided cases and international human right instruments confirm the fact
that pre-grade one education is indeed a legally enforceable fundamental human right
to basic education. To this end, there are legal determinants of the provision of pregrade
one learners early childhood development and education.
Recommendations were that the State (government) had to take over early childhood
education, and that teachers have to be academically and professionally trained and
accordingly paid salaries by the Ministry of Education. Because of the above obstacles
experienced in rural ECDECCs, pre-grade one learners’ right to education leaves
much to be desired. Consequently, it is recommended that the Ministry of Education
must, as of necessity, legally take over education of all pre-grade one learners (preprimary
learners) in entirety in order to comply with the provisions of International
Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia
in particular. In addition, in order to ensure promotion, advancement, realisation and
fulfilment of the pre-grade one learners’ right to education, the current Namibian
Education Act needs to be amended like the South African Schools Act, or a new Early
Childhood Development and Education Act has to be promulgated altogether, to
specifically and particularly cater for the pre-grade one learners’ right to basic
education. This is indispensable because, in the words of Smith (2011: 305): “The
value and necessity of education is beyond dispute because education is both a
human right in itself and a crucial means of realising other human rights.”
The study concluded that early childhood education provision and practice in
ECDECCs in rural areas in their current nature and status at the time of conducting
this study in Northern Namibia leaves much to be desired. As such, it is not the best
possible vehicle for the early childhood development and education provision of pregrade
one education for the five to six years old children in light of their human right to
education. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015
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Supporting learners with autism in an early childhood centre for learning : a case study in inclusive educationEnock, Rebecca Joe 09 1900 (has links)
Inclusive education is a fundamental part of South African Education with policies and initiatives being designed to provide support for learners with barriers to learning. With autism as a growing global phenomenon, South Africa has the additional challenge of providing learning support for learners with autism. This dissertation focuses on how one specialised preschool provides inclusive opportunities for preschool learners with autism through learning support. This setting is unique as it shares the same physical location as a mainstream preschool. The study focuses upon how the preschool teachers support their learners with autism so that they can be included within the adjoining inclusive environment. The research was conducted through participant observation and supporting interviews over a period of six months. All observations were recorded through field notes and reflections. The research produced a number of key findings. The shared physical environment enabled teachers and learners from both preschool settings to work together on a daily basis. This had a positive effect upon peer acceptance, staff and learner relationships and opportunities for staff to communicate and work collaboratively on a daily basis. The specialised preschool teachers provided learning support through the adaptation of learning environment, curriculum, multi sensory learning and language and communicative means. The main conclusions drawn from this research were the importance of a close working relationship between staff members and learners from both settings; the importance of adapting communication, environment and learning expectations; and lastly, the importance of focusing upon each individual when providing inclusive opportunities. The research recommends having a specialist setting physically close to an inclusive environment as this enables learners with high needs such as autism to build up the skills needed to benefit from being included. In addition, the research recommends staff in mainstream and specialist settings to have regular opportunity to work together collaboratively when developing learning strategies. Finally, the research recommends the publication of a guideline, outlining the nature of autism and recommended strategies to use within the classroom, which would serve as a flexible document for teachers to adapt to support their individual learners. / Inclusive Education / M. Ed. (Inclusive Education)
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The quality of early childhood development programmes in Harare primary schools in ZimbabweChikutuma, Tendai 28 May 2014 (has links)
The study sought to establish the quality of Early Childhood Development (ECD)
programmes. It was therefore important that the researcher investigates whether the
ECD programmes were meeting the expectations of the quality indicators and
consequently the holistic needs of ECD children. The qualitative design methodology
was used in this study. Self-constructed observation checklists and in-depth interview
guides were used. The participants in the study were 10 school heads, 10 ECD
teachers and 10 ECD parents, one from each of the ten schools under study from
Harare low and high density suburbs. The data were content analysed. The findings
of the study revealed that school heads incompetently managed the ECD curriculum.
It was also revealed in the study that ECD policies existed in schools but some were
not adhered to which impacted negatively on the quality of ECD programmes.
Findings of the study also revealed that the components of a quality ECD programme
which included; nutrition, health and safety, parental involvement, stakeholder
involvement, guidance and counselling in ECD were compromised. The study showed
that ECD personnel qualifications were varied. The study also revealed that teaching
methods in ECD were all child-centred though some ECD parents and school heads
criticised the play-way and child-centred method of teaching. Findings revealed that
material, financial and human resources were scarce. It was concluded that the
quality of ECD programmes in Harare primary schools was compromised. It was
recommended that training of all stakeholders on ECD management and organisation
would bring about a better understanding of ECD programmes, mounting staff
development workshops on practical skills training in guidance and counselling of
ECD children for ECD teachers, school heads and counsellors and, inviting parents as
resource persons when teaching certain concepts would improve the quality of ECD
programmes. Recommendations for further study were made / Educational Studies / D.Ed. (Psychology of Education)
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Parent involvement in early childhood development in Kwazulu NatalBridgemohan, Radhika Rani 11 1900 (has links)
This study on parent involvement in Early Childhood Development in KwaZulu Natal
investigates the experiences of educators and parents of the different types of parent and
community involvement as set out in the Epstein typology. In order to investigate this
phenomenon a thorough background of the theory and practice of the Epstein model has been
provided. In addition the work of other researchers that support the Epstein typology of parent
involvement forms an integral part of the discussions. As parent involvement is the key focus
of the study, parent involvement in education before and after 1994 are discussed. In this
regard relevant educational policy and legislation that are designed to increase the role of
parents and the community in Early Childhood Development are highlighted. Parents' role in
the provision of Early Childhood Development is explored. The provision of Early Childhood
Development in KwaZulu Natal, which provides a backdrop for the investigation, is explained.
In addition contextual factors that influence parent involvement in KwaZulu Natal are
provided. The research methodology and the research design used in this study are described
in detail. By means of a qualitative approach the experiences of a small sample of educators
and parents in Early Childhood Development are explored using the six types of parent
involvement that include parenting, communicating, volunteering, learning at home and
collaborating with the community as set out in Epstein's comprehensive model. The
experiences of educators and parents of Grade R learners of the six types of involvement have
been included. Although all schools engage in some form of parent involvement, it is evident
that not all schools involve parents in all types of parent involvement to the same extent. The
study concludes with recommendations for developing strategies to involve parents more
effectively in Early Childhood Development in KwaZulu Natal. / Educational Studies / D. Ed. (Comparative Education)
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