A Sociocultural Framework to Analyse M-Learning Options for Early Childhood Development (ECD) Practitioner Training

Susanna Oosthuizen,Nicky Roberts

doi:10.23962/10539/32209

Abstract

This article, a contribution to m-learning (mobile learning) research, centres on the motivation for, and development of, a suitable framework to analyse m-learning options for early childhood development (ECD) practitioners. Grounded in a sociocultural learning perspective, the framework was developed as part of a larger study into the feasibility of m-learning for ECD practitioners in the Penreach professional development programme in Mpumalanga Province, South Africa. Analysis of existing frameworks enabled the development of a new, modified framework to suit the Penreach context. Here we unpack the framework and explain its development. The new, modified framework aims to assist researchers, developers, and implementers by prompting consideration of five sociocultural learning features associated with m-learning in ECD, namely: device access, data affordability, authenticity, collaboration, and personalisation.

Highlights

Childhood development (ECD) In the past decade, international and African-based research studies and policy frameworks have highlighted the significance of early childhood development (ECD).The World Bank’s 2018 World development report found that foundational skills in early childhood are essential for future learning, and that effective ECD interventions are necessary to significantly improve children’s ability to learn (World Bank, 2018, p. 114)
Sociocultural perspective on learning The approach to learning adopted in the broader study, and in this article, is a sociocultural perspective, which acknowledges the reciprocal effect that learning and learning tools have on each other and which we argue is appropriate for assessing m-learning options for Penreach pre-Grade R ECD practitioner training
What are the available frameworks to assess m-learning options for professional development of educators that may be relevant to the Penreach context?

Summary

Introduction

Childhood development (ECD) In the past decade, international and African-based research studies and policy frameworks have highlighted the significance of early childhood development (ECD).The World Bank’s 2018 World development report found that foundational skills in early childhood are essential for future learning, and that effective ECD interventions are necessary to significantly improve (especially poor) children’s ability to learn (World Bank, 2018, p. 114). The recent National Income Dynamics Study – Coronavirus Rapid Mobile Survey (NIDS-CRAM) survey found that, in 2021, about 36% of South African families with children under the age of six reported a child attending an ECD centre (other than Grade R) (Wills & Kika-Mistry, 2021). This reflects a recovery in ECD attendance to almost the pre-pandemic levels of 39%, following significant disruptions due to COVID-19 in 2020 (Wills & Kika-Mistry, 2021). This reflects a recovery in ECD attendance to almost the pre-pandemic levels of 39%, following significant disruptions due to COVID-19 in 2020 (Wills & Kika-Mistry, 2021). May et al (2020) report that poverty, unemployment, and hunger rose dramatically under the COVID-19-related “hard lockdown”, with 47% of South African households running out of money to buy food in May/June 2020, while child and adult hunger increased to 15% and 22% respectively

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