Is this Early Childhood Development Ours? Deciphering what African Parents want their Children to Learn in Early Childhood Development

Godfrey Ejuu

doi:10.24135/teacherswork.v12i1.44

Abstract

As modern Early Childhood Development begins to gain prominence in African communities, questions are beginning to emerge as to what sort of Early Childhood Development is being promoted as ‘best practices’. Thus, the discourse for and against western Early Childhood Development as opposed to indigenous Early Childhood Development and scope of each in a culturally contaminated African society continues to rage on. This paper highlights some of the issues and provides insights into what African Early Childhood Development researcher can do to lead the way in owning, redefining and rebuilding a more culturally relevant Early Childhood Development in the African context.

Highlights

Childhood Development (ECD) is continually receiving increasing attention in the developing world due to its potential effects on child development and subsequent school enrolment (Zuilkowski, Fink, Moucheraud, & Matafwali, 2012). This acknowledgement has been based on research that has been conducted in the developed world (Barnett & Masse, 2007; Camilli, Vargas, Ryan, & Barnett, 2010; Ludwig & Miller, 2007) and in East Africa (Malmberg, Mwaura, & Sylva, 2011)
Not many families are very keen on taking their children to these Early Childhood Development (ECD) centres
By 2011, the enrolment of children in ECD centres stood at 6% of children in ECD age bracket in Uganda (UBOS, 2013)

Summary

INTRODUCTION

Childhood Development (ECD) is continually receiving increasing attention in the developing world due to its potential effects on child development and subsequent school enrolment (Zuilkowski, Fink, Moucheraud, & Matafwali, 2012) This acknowledgement has been based on research that has been conducted in the developed world (Barnett & Masse, 2007; Camilli, Vargas, Ryan, & Barnett, 2010; Ludwig & Miller, 2007) and in East Africa (Malmberg, Mwaura, & Sylva, 2011). To some Africans, that system perpetuates questionable quality, relevance and high wastage (Abagi & Odipo, 1997; Sifuna, 2005) These circumstances should start to make things clearer for many out there who have always kept the view that children in rural African communities are not sent to ECD institutions due to poverty related factors. It is important that ‘modern’ ECD programmes start identifying with communities by addressing some of the following practices which communities feel are contrary to local cultures

PRACTICES IN ECD CENTRES THAT ARE CONTRARY TO AFRICAN CULTURES

DECIPHERING WHAT AFRICAN PARENTS TREASURE FOR THEIR CHILDREN

AFRICAN VALUES TO BE DEVELOPED IN CHILDREN

CONCLUSION

Findings

WAY FORWARD