Early Childhood Development Practitioners Research Articles

Forgotten women in education: A narrative inquiry into the marginalisation of ECD practitioners

Background: South African narratives of and by early childhood development (ECD) practitioners often focus on policies, practices and perspectives in research. While these are important for the development of the field, the voices of ECD practitioners, in this marginalised space, are silent.Aim: This article aims to understand: Who are the ECD practitioners? What are the conditions of their lives and livelihoods? How do they negotiate opportunities for employment, socio-economic growth and further education and training?Setting: The study describes the marginality of ECD practitioners by narrating the lived experience of work and post-school education and training of one mature woman in the Western Cape. By narrating a single story, the stories of others unfold; working in similar circumstances and negotiating the same opportunities in the harsh reality of poverty and oppression. Employing a narrative methodology is a commitment to decolonising the practice of research, where voices of the ‘Other’ are centralised and amplified.Methods: An intersectional lens forms the theoretical grounding for this article with life history interviews as its primary form of data collection.Results: Adult women ECD practitioners are mainly poor, black and female. They pursue access into higher education to improve their lives and livelihoods.Conclusion: The intersections that shape their lives limit their opportunities for access and success.Contribution: The power of narrative research, displayed in this article, ensures that voice is used to move the lived experiences of black women ECD practitioners from the margins to the centre.

The Incorporation of Early Childhood Development (ECD) in the Mainstream School Curriculum: Challenges and Achievements

Background The incorporation of early childhood development (ECD) into the mainstream school curriculum is one way to foster successful implementation of inclusive education. Learners who are in ECD were unintentionally ignored as the ECD were under administration of social service department.  Objectives To explore the incorporation of ECD into mainstream school curriculum. Thus enhance the implementation of inclusive education with the intention of providing support to learners with learning barriers. The other objective was to bring about maximum support to schools that needed support to cater the needs of learners with learning barriers.  Method To achieve the objective, a qualitative research approach was followed. The population of the study was made up of several crèches in Matlosana local education office. Data was collected using semi-structured interviews. Data was collected through interviews that were collected from crèches managers including owners. Semi-structured interviews were administered for data collection to four crèches. Challenges experience in the incorporation of ECD includes, lack of knowledge in the identification of learners with learning barriers, improper structures, lack of proper sanitations and lack of training in ECD practitioners, the establishment of ECD-based support team.  Results The study revealed the learners in ECD were indeed not catered for in terms of inclusive education as there were numerous challenges, inter alia improper infrastructure, lack of sufficient funding, lack of sanitation, most learners were without necessary documentation. The study also showed that since learners were incorporated in mainstream school curriculum there enough food provided by Basic Education department (section 21 provision). The study divulged that teachers who were teaching learners ECD were hired without proper qualification thus resulted in such teacher deviating from what they were supposed to teach i.e. according to annual teaching Plan (ATP).  Conclusion The incorporation of ECD in mainstream school curriculum was made priority in ensuring that quality and basic education is maintained especially to the young learners who are age (birth to five years old). However there are factor hindering the successful incorporation of ECD in mainstream. The discussed factors hindering the amalgamation of ECD into mainstream includes, structural challenge, poor financial support, lack and inadequate support from subject advisory services, insufficient training and development in ECD and lack and poor resources provision.  Contribution The incorporation of ECD into mainstream school result in learners been catered for especially those who are identified with learning barriers.

Unblocking the System to Strengthen Implementation of Early Childhood Development Policies and Practice in South Africa

Government sectors responsible for early childhood development (ECD) often have competing priorities and obligations which manifest through fragmentation, silo conflicts, and power dynamics, thus failing to implement ECD policies in South Africa effectively. This article aims to provide a framework for strengthening the implementation of ECD policies to enhance quality early childhood care and education (ECCE) in the Gauteng province of South Africa. Using a qualitative approach within an interpretive paradigm, data was obtained through open-ended semi-structured interviews, observations, and field notes. Key stakeholders, including ECD managers, practitioners, and education officials, were purposely sampled. The conceptual lens was used for exploring the current implementation of ECD policies at the systems level in the theoretical framework. The findings revealed communication and information blockages at the level of national, provincial, and district offices. As a result, ECD centers were left uninformed of the new policies and frameworks for implementation. A framework that stipulates standardized training for the Department of Education officials, support for ECD principals, managers, and practitioners, and open communication through bi-annual conferences and monthly community of practice (CoP) virtual meetings will ensure that policies are implemented and that quality ECD education is achievable in South Africa.

Early childhood practitioners’ awareness of gross motor milestone acquisition and movement guidelines

Background: Early childhood development (ECD) practitioners are essential in governing foundational aspects, such as gross motor development and participation in physical movement.Aim: This study aimed to determine ECD practitioners in Vanderbijlpark’s awareness of gross motor milestone acquisition and movement guidelines for children birth to 4 years. Associations between these ECD practitioners’ demographic aspects and their determined awareness were also explored.Setting: This study included 50 ECD practitioners (M = 36.9 years) from nine ECD Centres (ECDCs) in Vanderbijlpark, South Africa.Methods: A descriptive quantitative, cross-sectional design was followed. Data was collected using a self-administered questionnaire. Data analysis included descriptive statistics and associations between practitioners’ demographic aspects and their awareness of gross motor milestone acquisition and movement guidelines.Results: Correct awareness of gross motor milestone acquisition was mainly observed for milestones acquired during the first year of life. Participants’ awareness of screen time guidelines was relatively good, while their awareness of movement and sleep guidelines was poor. Having children, as well as the age of these children, respectively, correlated significantly with practitioners’ knowledge of standing alone (p = 0.007) and jumping 2 feet (p = 0.046). Participants’ work experience or training was not significantly associated with their determined awareness.Conclusion: The sample of ECD practitioners in Vanderbijlpark, South Africa, did not have adequate awareness of gross motor milestones and recommended movement guidelines for children birth to 4 years.Contribution: Limited awareness of gross motor milestone acquisition and movement guidelines amongst ECD practitioners’ warrants development of knowledge through ECD-related training, CPD opportunities, and short courses.

Pathways of Early Childhood Development practitioners into higher education: A capabilities approach

The creation of professional learning pathways in the field of early childhood development (ECD) is currently a key policy priority in South Africa, especially as research has indicated the critical need that exists for investment in ECD practitioners to resolve previous educational inequalities and poor throughput rates in formal schooling. The option of recognition of prior learning (RPL) often provides the only route into post-school studies for educators in this historically marginalised sector to enable them to pursue formal qualifications. The barriers faced by mature females, who constitute a large proportion of ECD practitioners, include mismatches between occupational and discipline-based qualifications and a lack of understanding of the non-traditional routes into higher education. This article reports on an investigation into the experiences of a sample of mature women who attempted to access higher education with non-traditional qualifications. Using the lens of capabilities theory, we demonstrate the significant efforts made by these ECD practitioners to achieve their goals of personal and economic freedom by accessing further training and higher education through RPL. The article concludes with a discussion on implementing effective RPL for transitions in post-school education and training.

Integral education and Ubuntu: A participatory action research project in South Africa

Background: South Africa is beset with violent, antisocial practices and ways of life hindering peaceful co-existence and participatory democracy. This makes a targeted early education programme to develop a socially responsible generation imperative.Aim: Based on a larger research project, this study aimed to highlight the value of participatory action research in determining the outcomes of an early childhood development (ECD) Integral Education (IE) and Ubuntu approach for incorporation in the education and training of practitioners.Setting: Three ECD practitioners were selected to participate in this study, which was located in a township in the south of Durban in three preschools (urban, semi-urban and rural).Methods: Lewin’s PAR method was used to explore, develop and evaluate an intervention for change. Data were collected through focus group and participant interviews, observations and journal entries and then analysed thematically.Results: The findings revealed that, personally and professionally, the practitioners experienced positive changes through adopting an integral approach that included becoming more introspective and reflective in their practice.Conclusion: Educating and training early childhood practitioners to develop the appropriate knowledge, skills, attitudes and values to adopt and implement an ECD IE and Ubuntu approach are essential for developing a new generation of socially responsible citizens for participatory democracy in South Africa.Contribution: The findings highlighted key components of an ECD IE practitioner training programme based on the integrality of the mind, body, heart, spirit and community. Thus, the development of a caring, compassionate and humane society in democratic South Africa can be enabled.

Contributor biographies

Contributor biographies

Linking Care and Support Systems to Improve Childhood Malnutrition: Early Childhood Development Practitioners’ Perceptions of Integrating Multisectoral Systems in South Africa

Introduction: Child malnutrition is a persistent global challenge. It is the cause of nearly 45% of global child mortalities. To ensure positive child health outcomes, integrated multisectoral approaches among families, communities, and government systems to ensure positive child health outcomes are neccesary. Objectives: This study identifies how different care support systems can be linked to ensure optimal childhood nutrition outcomes in South Africa. This is through multisectoral approaches from the early childhood development (ECD) practitioners' perspective. Materials and Methods: We integrated the components of the different support systems and multisectoral approaches. The conceptional framework of the causes of malnutrition by The United Nations Children's Fund (UNICEF) recognizes that malnutrition is due to inadequate care services, diet, and care practices influenced by individual, household, community, and structural determinants. While the Nurturing Care Framework, which looks at how policies and services can support families, parents, and other communities in providing nurturing care. Design: A sequential mixed methods approach was used. For the quantitative method, we did a cross-sectional descriptive analysis of 2 966 children who were under-five years' old in the 2017 South African National Income Dynamics Study (NIDS) between July and August 2022, we conducted five in-depth interviews with ECD practitioners using this qualitative method, and the data was analyzed using thematic analysis. Data was triangulated to understand the factors influencing children’s nutritional outcomes and to provide the narratives of ECD practitioners. This enabled us to highlight challenges and opportunities in linking children to services they need. Results: This study showed that 22.16% of children were stunted, 16.40% were overweight, and 5.04% were underweight. ECD practitioners reported a lack of support received at health facilities and other social services when making referrals, a lack of parental support in nutrition programmes, systemic challenges experienced in getting ECD centers registered, and the ECD's inability to qualify for subsidized nutrition grants. Conclusion: It is critical for us to understand the challenges and opportunities for multisector collaboration. This understanding will enable strategies and policies aimed at providing efficient and effective service referral and service delivery to improve childhood malnutrition in South Africa.

Combined screening of early childhood development, hearing and vision by community health workers using mHealth tools in a low-income community

ABSTRACT Children in low-income communities are at risk for developmental delays and sensory losses. mHealth screening tools enable community health workers to detect developmental delays and sensory losses. This study aims to describe a combined (developmental and sensory – hearing and vision) mHealth-supported screening programme conducted by community healthcare workers with children aged four-six years (n = 63) at early childhood development centres in a low-income community. Early childhood development practitioners (n = 5) assisted with developmental screening. Referral rates were 30% (n = 19) for development, 6% (n = 4) for hearing and 5% (n = 3) for vision. The average screening time for combined screenings was 11.72 min (SD 3.45 min). Post screening questionnaires probing participants' perspectives and experiences of the combined screening were positive. A combined mHealth-supported screening programme conducted by community health workers and early childhood development practitioners appears viable, supporting early detection of developmental delays and sensory losses in children from low-income communities.

Decent work, capabilities and flourishing at work

PurposeThis study aims to investigate the associations among decent work (DW), capabilities and the flourishing of employees in a South African context.Design/methodology/approachA cross-sectional survey was conducted with a convenience sample (N = 436) of early childhood development practitioners from two South African provinces. A demographic questionnaire, the Decent Work Scale, the Capability Set for Work Questionnaire and the Flourishing-at-Work Scale were administered.FindingsLatent class analysis showed four capability sets: robust, relational, knowledge/skills and weak capability sets. Employees with a robust capability set were more inclined to report DW than those with knowledge/skills and weak capability sets. Employees with a weak capability set were significantly less inclined to report organisational values that complement family and social values than the other three capability sets. Employees with a robust capability set reported significantly higher emotional well-being (EWB), psychological well-being (PWB) and social well-being (SWB) levels than those with relational, knowledge/skills and weak capability sets. DW was significantly related to EWB, PWB and SWB.Originality/valueThis study contributes to the literature regarding DW, capabilities and flourishing of employees in a non-western, educated, industrialized, rich and democratic and non-POSH context. The study highlights the need for well-being policies that focus on DW and the capabilities of people in disadvantaged positions. These together would strengthen their agency for converting capabilities into well-being.

Early literacy experiences of two children during Covid-19 lockdown in South Africa: A semi- ethnographic study

As the world came to grips with the coronavirus diseases (COVID-19), educational institutions and the society at large faced the challenge of figuring out how to continue with teaching and learning in such a context. Many countries, including South Africa made efforts to help contain and suppress the spread of Covid-19. In the South African education sector, about 13 million learners and 440 000 teachers were released before the end of the first school term in March 2020. In addition, 30 000 Early Childhood Development (ECD) centres, about 100 000 teachers were also required to end their term before the official closing date. For many young learners, the lockdown period meant that they would be at home with (a) Limited access to age appropriate, fun and explicitly educational resources to play with as many shops considered resources that could be used to develop children’s sensory skills as not essential goods (b) They had limited exposure to structured learning and play as most caregivers are not qualified ECD practitioners (c) Children could not play outside, visit playgrounds and parks, yet, freedom of movement, activity and exercise is important for every child’s development and young children learn best through play and experimenting (d) Most of their curriculum content cannot be fully taught using online platforms. Given this background, through a semi-ethnographic study, the paper documents the early literacy experiences of two 3 year old children during the Covid-19 lockdown in South Africa. In addition, analysis of parents or caregivers’ feedback about their experiences in providing assistance to the young learners during the lockdown is presented. Findings of the study show that in both research contexts, literacy practices were different, but not lesser. Challenging as it was for the caregivers to support the development of literacy, the home environment provided many opportunities for learning.

Occupational enablement through the Crosstrainer programme: Experiences of early childhood development practitioners

INTRODUCTION: In rural South Africa, inadequately trained Early Childhood Development practitioners and inequity of access have been placed as top priorities to address. Enabling occupation is the primary goal and core competency of occupational therapists and supporting the services of ECD practitioners may address these problems. The Crosstrainer Programme aims to do this by training and equipping ECD practitioners. ECD practitioners were therefore approached to reflect on the occupational enablement through the Cross-trainer Programme METHOD: Demographic questionnaires and semi-structured interviews were utilised. The data were analysed through the cyclical process of coding. RESULTS: Three major themes emerged from the data analysis, namely The Great Imbalance, Enabling Occupation, and Disabling Occupation. The participants expressed the difficulty of fulfilling the need for their services in their communities. The CTP relieves these difficulties and enables the work of ECD practitioners through increased knowledge, confidence, creative alternatives to resources, and guidance in managing their time, incorporating all six enablement foundations. The CTP disables their occupation of work through the language barrier, unclear scaling of the activities, and insufficient involvement. CONCLUSIONS: The CTP enables the occupation of the ECD practitioners and the children. Through translating the programme, adding more activities, and increasing involvement and mentoring, enablement through the CTP will improve.

MHealth-Supported Hearing Health Training for Early Childhood Development Practitioners: An Intervention Study.

(1) Hearing health training and promotion is a priority for early childhood development (ECD) practitioners, but training opportunities are limited, especially in low- and middle-income countries (LMIC). mHealth (mobile health) has the potential to deliver scalable ear and hearing training to ECD practitioners. (2) This study investigated the effect of an mHealth training intervention program for ECD practitioners to improve knowledge and perceptions of hearing health in young children. An experimental one-group, pre-post-test study included ECD practitioners working with children between birth and 6 years old across 31 neighbouring communities in the Western Cape Province, South Africa. Hearing health training was provided using WhatsApp messages that encompassed infographics and voice notes. Knowledge and perceptions regarding hearing and hearing-related problems in children were surveyed pre-training, directly post training, and 6 months post training. (3) ECD practitioners (N = 1012) between 17 and 71 years of age received the mHealth training program and completed both the pre-and post-training surveys. Overall, knowledge scores indicated a significant improvement from pre- to post training (Z = -22.49; p < 0.001). Six-month post-training knowledge scores were sustained. Content analysis of ECD practitioners' application of the training information 6 months post training indicated improved awareness, practical application, better assistance for hearing problems, and widespread advocacy. (4) The mHealth training program supports improved knowledge and perceptions of ECD practitioners regarding hearing health for young children. With improved knowledge scores maintained 6 months post training, mHealth hearing health training is an effective intervention. An mHealth training program for ECD practitioners provides a scalable, low-cost intervention for primary and secondary prevention in childhood hearing loss, especially in LMICs.

Leadership in Implementing Inclusive Education Policy in Early Childhood Education and Care Playrooms in South Africa

Leadership plays a central role in improving and sustaining quality in Early Childhood Development (ECD) settings in the South African context. This article explored the leadership of the Inclusive Education Policy (IEP) and the challenges experienced by ECD centre managers and teachers. Children with disabilities are most vulnerable, marginalised, and denied access to early education, especially in rural communities. Grounded in Bronfenbrenner’s ecosystems theory, the study adopted a qualitative approach. The participants included three centre managers and three teachers from Early Childhood Development centres in the Eastern Cape, South Africa. The findings revealed that most participants had minimal knowledge and understanding of the policy and its implementation. There was also a lack of leadership from the policymakers to ensure that the IEP was monitored, supported, and implemented. Our recommendations are that all ECD practitioners receive appropriate training and development on the policy, ongoing support and guidance in implementing the policy, and proper resources for their centres and playrooms (financial, physical, and human resources).

The Challenges Experienced by Practitioners from Under-Resourced Early Childhood Development Centres in South Africa: A Single Site Study

ABSTRACT BACKGROUND: The occupation of education prepares children for adulthood. Each child has the right to education, which has the power to end intergenerational cycles of poverty and inequality. However, poor access to and quality of education at early childhood development (ECD) centres continue to prevail in marginalised communities in South Africa AIM: This study aimed to identify the challenges experienced by ECD practitioners and coordinators regarding the quality of their ECD programme METHODS: A qualitative, descriptive enquiry was conducted with six purposively sampled participants from an ECD organisation in South Africa. Semi-structured interviews were conducted with practitioners from under-resourced ECD centres from Bloemfontein, rural towns, and the organisation's ECD coordinator. Audio recordings of the interviews were transcribed verbatim. Deductive content analysis was used to analyse the data RESULTS: Four themes were identified from interview data: (i) teaching and learning; (ii) management and leadership; (iii) ECD environment; and (iv) ECD legislation and policies. Practitioners indicated that they wanted to improve their qualifications and have access to a contextually relevant programme with appropriate resources CONCLUSION: If the expressed challenges were addressed on an inter-professional collaborative platform, the quality of this ECD service could be improved Keywords: Teaching and learning; early childhood development; ECD policy and legislation; ECD practitioners; ECD programme; occupational therapy; South Africa.

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

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.

English as an additional language: Professional development needs of early childhood practitioners in historically disadvantaged contexts

Background: Early childhood development (ECD) practitioners face tremendous challenges in supporting learners’ development in English as an additional language (EAL). The lack of a formal ECD curriculum in South Africa exacerbates this challenge for African learners from historically disadvantaged backgrounds as there is a lack of guidance on how to introduce EAL. Aim: This study investigated factors impacting on ECD practitioners’ ability to facilitate EAL, determine the professional development needs of ECD practitioners at historically disadvantaged ECD centres in facilitating the acquisition of EAL and used the results to make recommendations to be considered when developing support initiatives to ECD practitioners in this context. Setting: Ga-Rankuwa, a township north of Pretoria. Methods: A descriptive survey design was employed to collect mainly quantitative data and a limited amount of qualitative data. The data were descriptively analysed. Results: Prevalent factors that could impact ECD practitioners’ abilities to facilitate EAL included their English proficiency, qualifications and the language of learning and teaching used in the classroom. The participants communicated a need for assistance with (1) enhancing their knowledge on the acquisition of EAL, (2) materials to use in language lessons and (3) lesson planning. Conclusion: There is an urgent need to develop support structures to assist historically disadvantaged ECD practitioners in facilitating the acquisition of EAL. The results of the study can serve as a starting point for planning workshops where ECD practitioners can be trained to develop suitable lesson plans and resources as well as appropriate techniques to enhance preschool learners’ acquisition of EAL.

Handwashing knowledge and practices among caregivers of pre-school children in underprivileged areas of Nelson Mandela Bay

Objectives: To explore and describe caregivers’ handwashing knowledge and practices in the context of underprivileged urban communities. Design: A qualitative descriptive and exploratory study was conducted during August and September 2017, through five focus-group discussions, with caregivers of children younger than five years attending ECD centres. Setting: Early childhood development (ECD) centres in various underprivileged communities in Ibhayi and Motherwell, Nelson Mandela Bay. Subjects: Thirty-five adults, aged between 24 and 60 years, functioning as primary or secondary caregivers to 105 children, participated. Results: Three themes emerged, of which the first entailed the knowledge of handwashing and compliance with water, sanitation and hygiene (WASH) recommendations. Practical challenges that may prevent compliance with recommendations were highlighted. Handwashing as a social norm emerged as the second theme, and reflection on strategies at primary health care level to increase awareness regarding handwashing in communities was the third theme. Conclusion and recommendations: Current handwashing counselling at primary health care sites may not be perceived as relevant in underprivileged communities. However, with adequate support ECD practitioners have influence to change the handwashing behaviour and knowledge of pre-school children and families. Furthermore, communication and dissemination of handwashing messages should be clear, practical and relevant to address inappropriateness of current poster images and should include suggestions on what to do when experiencing infrastructure challenges and in times of water restrictions. Health-promotion strategies should focus on optimising handwashing practices while caring for pre-school children.

Exploring the Knowledge and Needs of Early Childhood Development Practitioners from a Low-Resource Community

Early childhood development (ECD) practitioners from low-resource communities may find it challenging to provide developmentally appropriate services to support child development, due to the increased risk of developmental delays. Practitioners rely on their ECD knowledge when delivering ECD services, but many practitioners in South Africa are underqualified. The knowledge and needs of practitioners from low-resource communities should be explored to develop and implement appropriate support services. A combined Knowledge of Infant Development Inventory (KIDI) and KIDI-Preschool (KIDI-P) tool was used to investigate ECD knowledge, and a questionnaire was utilised to determine participants’ needs. The mean score for their ECD knowledge was 47.0%. ECD qualification and experience were not identified as significant contributors for better knowledge scores, but having a high school education (β = 4.702, t = 3.387, p = 0.001), being a parent (β = 3.764, t = 2.091, p = 0.038), training completed 5 or more years ago (β = 4.271, t = 2.142, p = 0.034), and a need for information on developmental milestones (β = 2.399, t = 1.992, p = 0.048) were. The most commonly reported need was related to training and furthering knowledge. The findings provide insight into the knowledge base of ECD practitioners, their needs as well as significant contributors to better ECD knowledge. Implications for practice can be guided by the Nurturing Care Framework (World Health Organization 2019), since the participants and findings from the study can be contextualised within it. ECD practitioners, especially those from low-resource communities, need adequate support in the crucial role they are playing. Further research should be conducted to determine consistency of the findings.

The South African 24-Hour Movement Guidelines for Birth to 5 Years: Results From the Stakeholder Consultation.

In 2018, South Africa developed 24-hour movement behavior guidelines for children from birth to 5 years. This study reports on the stakeholder consultation as part of this development process. An online survey was completed by 197 participants; 9 focus groups (with parents/caregivers, early childhood development practitioners, and community health workers, total n = 70) were conducted, and a meeting with stakeholders from government and nongovernment organizations (n = 15) was held. In the online survey, stakeholders overwhelmingly agreed with the guidelines (97.0%) and recognized the benefit of putting the guidelines into practice (88.8%). Most online survey respondents (88.3%) reported that the guidelines would benefit all South African children equally. Responses to open-ended questions in the online survey and focus group discussions revealed issues including safety and nutrition of children, perceived parental barriers to using the guidelines, and education. Training and provision of educational materials were identified from all stakeholders as key in the dissemination and implementation of the guidelines. The findings informed the development of the South African 24-hour movement behavior guidelines and revealed several important factors to address in the dissemination and implementation of the guidelines to ensure that they are applicable and equitable in South Africa.