ECDE Centres Research Articles

Practitioners’ Experiences of School Readiness in Rural Early Childhood Centres in QwaQwa Free State, South Africa

The analysis of the school preparation experiences of rural early childhood practitioners. Multiple complex issues exist regarding school preparedness in South Africa. Research has found that many South African children are unprepared for formal schooling. Some of the challenges experienced by these young learners were low reading strength, learning setbacks and complications, and sluggish general development. As a result of these issues, young children face long-term repercussions. These include the inability to escape the cycle of poverty, lack of educational support, and poor socioeconomic conditions within their environment. Therefore, it can be argued that teaching within the South African public schooling context is marred with difficulties and unforeseen challenges. It is difficult to imagine how to modify South African infrastructure so all children can reach their full potential. Given that our ancient past is still rife with historical and power changes, the government must consider several factors while developing ways to aid transformation. This study investigated the perspectives of practitioners on school preparedness. At the same time, it investigates the significant learning at the grass-roots level that emerged from participation in a critical paradigm-based participatory action research project. The study is anchored in a philosophical methodology that leverages Practitioners’ idea that early childhood learners are ready for formal school. They do not emphasize play as a pedagogy for learning in preparation for school readiness. This paper is grounded in constructivism, which helps comprehend how school readiness knowledge improves formal education for young students. The author used the qualitative research approach with an interpretive paradigm to explore practitioners’ school readiness experiences. The author developed a semi-structured interview schedule to collect data from six practitioners in the Thabo-Mofutsanyana district in the Free State Province. The findings revealed practitioners lacked appropriate training and support in preparing young learners in ECD centres. Furthermore, practitioners lacked appropriate pedagogical skills to strengthen teaching and learning. The study recommended that practitioners receive ongoing professional teacher development in school readiness and use various teaching and learning strategies such as play pedagogy.

Effectiveness of Play-Based Learning Method in Promotion of Early Literacy Skills Among Early Childhood Development Education Children

Literacy skills for children in their early years are critical to their cognitive development and future success in primary, secondary and higher education levels. Children acquire literacy skills early through listening and interacting through play-based activities both at home and school with their teachers, colleagues and parents. This paper looks at the effectiveness of play-based learning in promotion of early literacy skills among children in early childhood development education level. Specifically, the paper analyses the conceptual and theoretical perspectives of play-based learning and literacy skills acquisition by children through the theories of Maria Montessori, Vygotsky social constructivism theory and Jean Piaget cognitive theories. The study uses secondary sources of information for analysis based on the following objectives; types of play-based approaches used by teachers in ECD setting, teachers’ role in the implementation of play-based learning and effect of play-based learning approaches towards promotion of early literacy skills by ECD pupils in schools. The paper has found out that acquisition of early literacy skills by learners was dependent on the degree to which teachers were utilising play-based learning methods in classroom. The review of studies has shown that majority of teachers are not using play-based teaching methods and hence promotion of early literacy skills for children was significantly affected. Further, time allocated for play-based learning processes was inadequate and majority of public ECD centres were found not to have adequate infrastructure and materials to support play-based learning. The paper recommends that teachers need to be supported in implementation of play-based learning through attendance of in-service training programmes and benchmarking sessions in other schools, schools to upgrade the infrastructure and instructional materials required to support play-based learning and education officials to conduct supervision of implementation of play-based learning in schools

Teacher’s Perception of Child-friendly School Environment in Public ECDE Centres in Uasin-Gishu County

Education is an important factor in improving children's social and economic development all around the world. Despite the number of developing nations providing universal primary education, the quality of such education remains a concern that must be addressed. Therefore, the purpose of this study was to evaluate the influence of teachers’ perception of child-friendly school environment in public ECDE Centres in Uasin-Gishu County. The study was underpinned by the Reggio Emilia philosophy of early childhood education. The study adopted a pragmatic paradigm utilising both qualitative and quantitative methods. The study used simple random sampling to select ECDE teachers. A purposive sampling technique was used to select head-teachers and QASO officers. The tools that were used in this study were questionnaires and an interview guide. Qualitative data from interviews were analyzed thematically. Data from questionnaires were analyzed using both descriptive and inferential statistical methods. The findings showed teachers' perceptions were positively and significantly associated with a child-friendly learning environment (r =.459, n = 271, p 0.00), indicating that teachers' perceptions influenced the child-friendly school environment by 45.9%. The study concluded that teachers had a positive attitude towards teaching and pupils while some teachers had negative attitudes towards their learners. Teacher’s attitude affects the learning environment of pre-school children. A teacher's classroom activities influence their children's learning, and a motivated teacher is one who feels satisfied with his or her job. The study recommends teachers be provided with resources to support their implementation of child-friendly practices. This could include materials such as books, games, and activities that are appropriate for young children. Also provide teachers with professional development opportunities such as workshops or seminars on cognitive-behavioral strategies to help them recognize and address negative perceptions among learners. The study suggests research analyzing the effect of teacher operational dynamics on service delivery in ECDE Centres to be pursued to determine options in all the counties in Kenya.

Assessment of growth monitoring among children younger than 5 years at early childhood development centres in Nelson Mandela Bay, South Africa

AbstractIntroductionEarly childhood development (ECD) centres are important community hubs in South Africa and act as sites for community detection of childhood nutrition problems. This study aimed to assess the ability of trained ECD practitioners with optimal support to correctly classify the nutritional status of infants and young children at ECD centres in the Nelson Mandela Bay.MethodsA descriptive, cross‐sectional study was used to collect data from 1645 infants and children at 88 ECD centres. Anthropometric measurements were taken by trained fieldworkers and growth monitoring and promotion infrastructure was audited at ECD centres.ResultsOf the sample, 4.4% (n = 72) were underweight by weight for age Z‐score (WAZ < −2) and 0.8% (n = 13) were severely underweight (WAZ < −3). Results showed that 13.1% (n = 214) were stunted by height for age Z‐score (HAZ < −2) and 4.5% (n = 74) were severely stunted (HAZ < −3). The prevalence of moderate acute malnutrition was 1.2% and severe acute malnutrition was 0.5%, while the prevalence of overweight was 9.2% and the prevalence of obesity was 4%. A significant level of agreement between the correct interpretation and the ECD practitioners' interpretation was observed across all the anthropometric indicators investigated. The true positive wasting cases had a mean mid‐upper arm circumference (MUAC) of 14.6 cm, which may explain the high false negative rate found in terms of children identified with wasting, where ECD practitioners fail to use the weight for height Z‐score (WHZ) interpretation for screening.ConclusionBy using ECD centres as hub to screen for malnutrition, it may contribute to the early identification of failure to thrive among young children. Although it was concerning that trained ECD practitioners are missing some children with an unacceptably high false negative rate, it may have been due to the fact that wasting in older children cannot be identified with MUAC alone and that accurate WFH plotting is needed. Onsite mentorship by governmental health workers may provide ECD practitioners with more confidence to screen children for growth failure based on regular WFH measurements. Moreover, ECD practitioners will be more confident to monitor the Road to Health booklets for missed vaccinations, vitamin A and deworming opportunities.

COMMUNITY PARTICIPATION AND ITS INFLUENCE ON SUSTAINABILITY OF THE ECDE FEEDING PROGRAMME IN TURKANA NORTH SUB COUNTY, KENYA

Feeding programmes are critical for quality education to be realized in all learning institutions starting from Pre-primary to higher levels globally. When there is no provision of meals to children in school, they lack the energy to concentrate in classroom and co-curricular activities. Reports from non-governmental organizations have pointed out food insecurity as the major cause of low participation of learners in schools especially in drought-stricken areas. It is estimated that thousands of children risk dropping out of school because of inadequate food in ECDE centres. The study sought to assess participatory approaches and sustainability of the ECDE feeding programme in Turkana North Sub County. The objective was to; determine the community participation and its influence on the sustainability of ECDE feeding programme. The study is anchored on Systems Theory. A conceptual frame showing the relationship between independent variable (participatory approaches) and dependent variable (sustainability of ECDE feeding programme) was adopted. The study adopted Descriptive survey research design. The target population consisted of SFC chairpersons, and three key informants from the implementing organization directors. Through purposive and simple random sampling technique, 52 respondents were sampled from the target population of 166. The study employed questionnaires and interview schedules as instruments of data collection. The content and construct validity of the data collection instruments were ascertained by supervisors and departmental area experts of social science. A pilot study comprised of 10% of the target population from Turkana central Sub County, Kalokol ward. Reliability of the questionnaire was ascertained through test-retest technique. This involved the use of Cronbach Alpha where coefficient was r>0.75. After obtaining permission from the authorities, a License was obtained from NACOSTI. The respondents were inducted before data collection to make them understand what was required of them. Data was coded by use of SPSS version 28 and analyzed by descriptive statistics that included frequencies, means, and percentages. The results were presented by use of frequency tables, analyzed, and interpreted by use of percentages and means. The study findings revealed that the influence of community participation was not sustaining the ECDE feeding programme. NGOs prioritize community engagement forums to promote community participation in the ECDE feeding programme. The findings will help the stakeholders in the ECDE sector to understand the challenges and devise the best practices on how to sustain the ECDE feeding programme in the study area and other vulnerable areas within Kenya.

An Investigation of Practical Skills Competencies of Early Childhood Care and Education Programmes

Childhood Development training does not guarantee quality provisioning in ECD centres for several reasons: a lack of proficient instruction during training; a lack of support to help assist the students with work; a lack of knowledge; and a lack of follow-up support after the training is complete to ensure constant implementation. That is why it is necessary to educate practitioners and to continuously supervise their progress to ensure that they implement the appropriate activities relevant to their daily programmes for children to reach their full potential. This study considers the perceptions of five ECCE practitioners based in Gauteng who completed a Higher Certificate in Early Childhood Care and Education (ECCE) programme at a Private Higher Education Institution (PHEI) in South Africa. The study will focus on Health, Safety and Nutrition, which forms part of the ECCE programme. A qualitative research approach was utilized. Semi-structured interviews, observations, and document analysis through triangulation for this study were developed according to the criteria of the Experiential Learning Theory for the assessment of the themes from the study. A case study of narrative approach was used to explore reflections and authentic experiences the practitioners endure. This was executed to consider if the hands-on activities integrated into early learning programmes are sufficient for real-world applications. Furthermore, to ascertain the transition difficulty of newly graduated practitioners into ECD centres and to establish if the insights and skills training has equipped these practitioners for an ECD centre. The hands-on practical skills training competencies in early learning before entering an ECD centre as a practitioner will inform the development of future programmes as well as policy.

Effects of Monitoring of Teaching and Learning on the Implementation of Competency-Based Curriculum (CBC) in Early Childhood Development (Ecd) Centres in Meru Central Sub-County

The competency-based curriculum (CBC) is a set of courses or syllabi, which promote learning areas in which the learner is gifted and skilled. The curriculum was adopted in Kenya in January 2017, when such a change occurs in education various stakeholders and resources are needed to be considered for smooth implementation. However, in Kenya, various stakeholders have expressed concerns regarding implementation of CBC. The purpose of this study was to find out the effects of monitoring of teaching and learning on the implementation of competency- based curriculum (CBC) in early childhood development (ECD) centres In Meru Central Sub-County. Lewin’s Theory of Planned Change guided the research. With adoption of descriptive research design, the study targeted 84 head teachers, 256 ECDE teachers and one Sub-County Curriculum support officers (CSO) in Meru Central Sub County. The study used a sample size of 14 head teachers, 51 ECDE teachers and the CSO in charge of education in the sub county. A simple random sampling was adopted to select participating schools and stratified sampling to select the head teachers, purposive sampling was used to consider ECDE teachers as the respondents for the study and the CSO. The main data collection tools to be used in this study included; questionnaire for head teachers and the ECDE teachers, interview schedule for the CSO and the observation guide that also guided the researcher on the availability of the instructional resources. The study quantitative data was analyzed using descriptive statistics modeled in percentages, mean and standard deviation while inferential statistics was correlated using Pearson product moment correlation. Qualitative data was analyzed using themes and prose. Discussion of the data was made, conclusion drawn from the findings and the study made conclusions recommendations and suggestions based on the research findings. The study found that that head teacher frequently monitors lesson attendance for effective implementation of CBC and invites quality assurance officers in school. The study concluded that Teachers held positive perceptions towards implementation of CBC as the head teachers were constantly following the curriculum implementation process right from classroom activities. The study recommended that the government should purchase more computers in schools for successful integration of technology in CBC program due to increasing population in schools. The purchasing of teaching and learning resources should also be prioritized especially for practical work and preparation of teaching aids for teachers.

Effectiveness and Preferences on Mainstreaming Early Childhood Stimulation Services in Tanzania: A Case Study of Community-based Early Childhood Development Initiative

Early childhood stimulation (ECS) services are globally championed due to their proven ability to help children at risk of developmental delay attain their developmental potential. This study explored the effect of different ways of mainstreaming ECS services on child development. A mixed research approach was employed, involving quantitative and qualitative collection methods. Quantitative data was collected using the adopted ZamCAT tool administered to 334 children sampled from the benefited households. Qualitative data was collected through focus group discussions with the parents (n=4) and in-depth interviews with the key informants (n=14), respectively. The collected quantitative data were coded and analysed using Statistical Package for Social Sciences (25), and the collected qualitative data were analysed through content analysis. The binary logistic regression model was employed where the results showed a significant effect on child development from home visiting (p = 0.01) and Early childhood development centres (p = 0.016) compared to clinic outreaches. Children's nutritional status was also an influencing factor for a child to attain optimal developmental status. Furthermore, both community members and ECS services providers highly preferred ECD centres and home visiting services as opposed to a preference for clinic outreaches. The study concludes that when children are subjected to ECS services, attaining optimal development potential regardless of the household background characteristics is the forecasted result. Therefore, the study underscores the capacitation of communities on ECS practices utilising the available enabling environment and increased budget allocation for developing specific ECD policies and deploying experts.

Knowledge Attitudes and Practices Regarding Vitamin A Supplementation among Caregivers of Children Aged from Six to Fifty-Nine Months in Vihiga County, Kenya

Vitamin A is an essential micronutrient needed in small amounts for, among other uses, the normal functioning of the visual and immune systems. The deficiency of this vital nutrient, therefore, compromises a children's ability to fight diseases and increases their risk of getting sick. The World Health Organization recommends Vitamin A Supplementation (VAS) as a strategy to combat the effects of vitamin A deficiency, but unfortunately, the coverage is low (64% in priority countries and 59% in East and Southern Africa, as reported in UNICEF global nutrition database 2000-2021). The study area recorded low coverage at 26% in 2019 and 54.9% in the year 2020. This study employed a descriptive cross-sectional study design to determine the knowledge, attitude, and practices among caregivers of children 6-59 months regarding vitamin A supplementation in Vihiga County, Kenya, and the influencing factors. In total, 393 caregivers out of the sample size of 400 (98.3%) were recruited into the study. Binary logistic regression was used to determine associations between variables and a p-value <0.05 was considered significant. High VAS awareness was reported in this study, with 90.6% of caregivers having heard of VAS. The main sources of VAS information were health workers (74.3%) and Community Health volunteers (53.2%). Other sources were Radio & TV (6.9%), Social gatherings (7.1%). There was, however, low knowledge of the benefits of VAS (30%) and the problems associated with vitamin A deficiency (30.3%). Sadly, a quarter of caregivers (24.6%) did not know any VAS benefit. A significant proportion of caregivers (77.6% p=<0.001) had adequate knowledge of VAS, scoring more than half of the 10 knowledge questions. In addition, caregivers displayed a highly positive attitude towards VAS, scoring between 88.3% and 92.6% on attitude questions. There was low VAS uptake, with only 59.5% of children having taken the supplement during the semester preceding the survey, mainly sourced from health facilities (68.4%), outreach (15.8%), CHV (10.7%) and the ECDE centres (5.1%). For children who missed VAS in the semester of reference, 38% of caregivers indicated they had no reason for missing, 20% said there was no need since the child had completed immunization, while others just forgot (9%). The key drivers of VAS uptake were knowledge (p=<0.001), availability of services at health facilities (p=0.001) and services by community health volunteers) p=0.028). Although more than three-quarters (77.6%) of caregivers demonstrated good knowledge, it did not correspond to the VAS uptake recorded in this study, pointing to a knowledge-practice gap. The VAS knowledge was shallow in terms of specific areas like benefits. The caregivers, however, had very positive attitudes towards VAS. Further, this study concludes that better knowledge is an important ingredient for VAS uptake and recommends implementing programmes to improve caregiver knowledge and optimization of the various service delivery platforms to increase both knowledge and uptake.

Effect of Parenting Practices on ECDE Learner Achievement in Mathematics Activities in Chwele Zone, Kabuchai Sub-County, Bungoma County, Kenya

Proper parenting practices are instrumental in determining learner achievement in learning outcomes. While appropriate parenting practices enhance learner achievement, inappropriate parenting practices inhibit learner achievement in education. In Chwele zone ECDE centres, most children go to school hungry and unkempt; they hardly avail to school what they are asked for, and mostly thought to blame it on parenting practices. Few studies carried out in the area addressed matters of Free Primary Education (FPE), School Feeding Programs (SFP), and instructional materials versus children’s learning and development. Adequate efforts have not been made to establish the relationship that exists between parenting practices and learner achievement in Mathematical activities. This study examined the effect of parenting practices on learner achievement in Mathematics activities in the Chwele zone, with the purpose of establishing the effect of the provision of basic needs and supportive home conditions by parents on learner achievement in Mathematical activities. The theoretical framework used was derived from Lev Vygotsky’s theory of childhood psychological development. The theory states that parents have a vital role in supporting their children’s learning. The study employed a descriptive survey design to study the population of 27 Early Childhood Development (ECD) teachers in charge and 2097 parents. A convenience sampling technique was used to select a sample of 10 teachers and 150 parents from 10 ECDE centres. Questionnaires and interview schedule tools were administered to teachers and parents, respectively, to collect data. The instruments were formulated from the study’s objectives and given to an expert to check their appropriateness. Descriptive analysis in frequency counts and percentages analysed quantitative data. Content analysis analysed qualitative data, which were presented in frequency tables and graphs. Findings indicated that the majority of parents did not take good care of their children in terms of healthy feeding, appropriate clothing, proper care, and demonstration of active participation in mathematics activities. From interviews, results showed that the only way in which parents involved children in mathematical activities at home was by helping with home chores. The study recommends children’s healthy stimulation to be parents’ paramount endeavour because helping children to develop holistically is necessary for meaningful learning. Parents should also be made aware that proper nutrition and general child care enhance proper brain development, a condition that spurs the learning of mathematics activities.

Influence of Teacher Recruitment on Quality Early Childhood Development and Education in Nyamira-North Sub-County, Nyamira County, Kenya

The purpose of the study is to establish the influence of teacher recruitment on quality of Early Childhood Development and Education. The study adopted descriptive survey design. The study targeted 97 ECDE Centres. Simple random sampling technique was used to sample 49 ECDE Centres and 147 ECDE teachers. Purposive sampling technique was used to select 49 headteachers and one Sub-County Director was selected. Data was collected using questionnaire and interview guide. Piloting was done in Borabu Sub County whereby 30 ECDE teachers, 10 headteachers of ECDE Centres and one subcounty Director ECDE was involved. Expert judgement was sought to ensure content and face validity. Reliability of the instruments was estimated by use of Cronbach’s Alpha Correlation Coefficient and obtained as 0.87 and 0.79 for headteachers questionnaire and teachers’ questionnaires respectively. The hypothesis was tested at alpha α = 0.05 using the Chi square model and simple linear regression. Data was analyzed by aid of Statistical Package for Social Sciences version 25.0. Qualitative data analysis from the interviews was categorized according to the themes based on research hypothesis. Descriptive statistics was presented using means, standard deviation, percentages and frequencies. The findings of the study revealed that the decentralized government function of recruitment has significant influence on the quality of ECDE in Nyamira South Subcounty of Nyamira County, Kenya. Recruitment of ECDE teachers significantly influenced quality of ECDE at 5 % significance level with chi square value χ 2 = 42.954 and P< 0.05. Similarly, simple linear regression revealed that recruitment of ECDE teachers significantly influenced quality of ECDE at 5% with 61.4% variation. The study concluded that there was statistically significant influence of decentralized functions of recruitment. The study recommended that Nyamira county government should establish bills through the county assembly to ensure there is sufficient ECDE teachers to improve transition rate, participation rate and competence achievement among ECDE learners. Keywords: Recruitment, Decentralization, Quality, Early Childhood Development and Education, Competence, Transition rate. DOI: 10.7176/JEP/14-1-09 Publication date: January 31 st 2023

Influence of Teacher Supervision on Quality Early Childhood Development and Education in Nyamira-North Sub-County, Nyamira County, Kenya

The purpose of the study was to establish the influence of teacher supervision on the quality of early childhood development and education. The study adopted a descriptive survey design. The study targeted 97 ECDE Centres. A simple random sampling technique and a purposive sampling technique were used to select the respondents. Data was collected using a questionnaire and interview guide. The reliability of the instruments was estimated at 0.83 by the use of Cronbach’s Alpha Correlation Coefficient. The hypothesis was tested at alpha α = 0.05 using Chi-square model and simple linear regression. Qualitative data analysis from the interviews was categorized according to the themes based the on research hypothesis. Descriptive such as mean, standard deviation, percentages and frequencies was also used. The findings of the study revealed tha the decentralized teacher supervision function has a significant influence on the quality of ECDE in Nyamira South Subcounty of Nyamira County, Kenya with chi square value χ2 = 42.655 and P< 0.00 with 11.4% variation. The study recommended that decentralized government should ensure regular supervision of ECDE teaching and learning to improve the transition and participation rate and competence achievement among ECDE learners. Key Words: Supervision, Decentralization, Quality, Early Childhood Development and Education, Competence, Transition rate.

Effect of Parental Communication on Learner Achievement in Mathematics Activities in Chwele Zone, Kabuchai Sub-County, Bungoma County, Kenya

Parental Communication (PC) in children’s education is instrumental in determining achievement in learning outcomes; while appropriate parental engagement is related to positive learner achievement, inappropriate communication inhibits learner achievement in education. Parents in Chwele zone ECDE centres hardly provide feedback following communications from the school concerning their children’s progress, a scenario thought to be attributed to by lack of awareness. This study examined the effect of parental communication on learner achievement in mathematics activities in the Chwele zone. A descriptive survey design was employed, targeting 27 teachers in charge, and 2097 parents in 27 preschools. Convenience sampling was used to get 10 teachers in charge of preschools and 150 parents from the 10 centres as respondents. Questionnaires and interview guide tools were administered to the teachers in charge, and parents, respectively to collect data. The instruments were formulated from the study’s objectives and given to an expert to check their appropriateness. Some qualitative data were sorted, coded, and organised into various themes to quantify them. The quantitative data were analysed using means, frequencies, and percentages, presented by the use of tables, graphs, charts and descriptions guided by Lev Vygotsky’s theory of childhood psychological development. Findings indicated that the common form of communication by parents was note writing, at only 28% parents, or else only 19% parents visited centres, and 53% parents did not have time for that, registering a considerable rate of ignorance, as a hindrance in children’s mathematics activities’ instruction. It was concluded that parents communicated poorly in preschool mathematics activities matters. The study recommended that teachers should intensify parental sensitisation on fruitful modes of communication in order to maximise parental involvement in children’s satisfactory achievement in Mathematics activities

Diarrhoeal prevalence and handwashing practices of children attending early childhood development centres in KwaZulu-Natal, South Africa.

Diarrhoea, a leading cause of childhood morbidity and mortality, spread through contaminated food or water or from person to person, is a major cause of hospitalisation in South African children. To determine if hygiene practices of parents or guardians and early childhood development centre (ECD) educators contributed to diarrhoea in children attending the centres. The study was conducted at ECD centres in Mpumalanga Township of KwaZulu-Natal province, South Africa. A descriptive cross-sectional study was conducted at 10 ECD centres. Parents or guardians (n = 385) and educators (n = 121) answered self-administered questionnaires. Frequencies, bivariate associations and multivariate regression modelling were conducted. The prevalence of diarrhoea in children ≤ 5 years was 67.3%. Most parents or guardians washed their hands after defecating and handling a child's faeces as well as before preparing food. Handwashing after urination was low. Washing of children's hands after these events was lower. Although all educators reported always washing the child's hands after defecating and before handling or eating food, they were less likely to wash the children's hands after urination (p = 0.003). Childhood diarrhoea was associated with the type of toilet, households with pit latrines having a higher prevalence of diarrhoea (p < 0.001). It was also associated with washing of children's hands after urination (p = 0.014), before handling or eating food (p = 0.001) and with increased number of children in the household (p = 0.001). In this population, the high prevalence of diarrhoea is related to the number of children in a household and handwashing practices. This study highlights the importance of handwashing practices in the prevention of diarrhoea in children.

Exploring Adoption of Inclusive Home-Based Early Childhood Development and Learning in Marginalised Rural Communities in Zimbabwe

Zimbabwe adopted a policy for compulsory enrolment of 3 to 5 year-olds in ECD 'A' and 'B' grades in primary schools. However, some eligible children are not attending these classes for reasons which include poverty, disability and lack of special education needs constituting marginalisation. The current study sought to evaluate community knowledge about inclusive home-based Early Childhood Development programmes, assess rural communities' attitudes towards the establishment of inclusive home-based ECD programmes and identify practices that can be used to sustain inclusive home-based ECD programmes in selected rural communities in Zaka and Bikita districts in Masvingo province. Data were collected from 60 purposively sampled participants comprising 30 parents of children without known disabilities, 12 caregivers, six (6) ECD teachers, and 12 parents of children living with disabilities. Data were analysed through thematic content analysis. Findings showed that parents support the establishment of inclusive home-based ECD centres to increase access and promote inclusion of children with disabilities and that parents have the will and capacity to implement and sustain the centres. However, it was also apparent that communities need capacity building on how to manage the centres. The research recommends the establishment of centres that are managed by parents and supervised by ECD experts in local primary schools in the marginalised areas. These centres need to be monitored and evaluated for standardisation. This model has the capacity to increase access to ECD opportunities for children in marginalised areas and needs to be prioritised.

(In)capacity to early learning provisioning in Namibia

ABSTRACT The state of early learning provision remains elusive in Namibia. This study aimed at determining the provision of early learning to children aged between 0–8 years; caregivers’ capabilities; and the resources availability in the country. The study used a mixed methods approach in collecting data from a sample of 32 ECD centres and caregivers. The convergent parallel mixed methods used a questionnaire, observation check list, photography and interviews with caregivers. Thematic analysis was applied to augment the qualitative data. The results showed that achieving inclusive, equitable and quality education for all children in Namibia was a pipe dream in the prevailing education, economic and social situation in the country. Factors contributing to the non-attainment of quality and equitable ECD for all children included; overcrowded ECD centres; inadequate learning environments and poor physical facilities. This study recommends a comprehensive training programme, a better learning environment, and the use of locally available materials for teaching at ECD centres.

Play-based pedagogy: An approach to advance young children’s holistic development

Background: Children's holistic development includes physical, cognitive, socio-emotional, moral and affective development and lies in early childhood development education (ECDE). According to research, children learn through different age-appropriate teaching and learning pedagogies. Therefore, the importance of implementing a play-based methodology in the early years. This study was underpinned by the theory of play as a spiral of learning.Aim: This study aimed to demonstrate how a play-based pedagogy could be utilised to enhance holistic development in young children.Setting: Three ECD centres in Gauteng, South Africa participated in the Thutopapadi (play-based learning) research. The action learning set (ALS) consisted of one Grade R teacher and two practitioners; the Grade R facilitator and three North-West University researchers.Methods: We employed a qualitative approach within the participatory action learning and action research (PALAR) design to interrogate the extent to which a play-based pedagogy could be useful in enhancing the holistic development of young children. Transcriptions of meetings held by the ALS and photovoice were used to generate data. The participants reflected on and communicated about themes discussed during the ALS. We used the principles of thematic content analysis to analyse the generated data.Results: The results of this study proposed that to support holistic development in young children, practitioners and parents should maximise the use of a play-based methodology in both social and learning environments.Conclusion: Follow-ups should be made to ensure that the pedagogy that is being used in early childhood development education centres corresponds with the needs for the development of young children.

ATTAINABILITY OF APPROPRIATE TRANSITION FROM EARLY CHILDHOOD DEVELOPMENT (ECD) TO PRIMARY SCHOOL: LESSONS FROM KAMWENDO ZONE SCHOOLS IN MCHINJI DISTRICT

Primary schooling is perceived to be the most important transition in a child's life, particularly in class one. However, studies have shown poor implementation in Kamwendo Zone. This study assessed factors influencing this problem in this area. The specific focus was on identifying roles played by parents and teachers in children’s transition process and measuring the availability of resources used in ECD centres and primary schools. A mixed-method approach and a survey method were used. 36 parents and caregivers, 5 primary school teachers and 5 head teachers were sampled. The purposive sampling technique was employed. A structured questionnaire was used for parents and caregivers while a semi-structured one was used for teachers. Results show that 77% of both parents and teachers are involved in children’s affairs at both ECD and primary levels. Several activities are done at the ECD level than at the primary one. Inadequate handovers from caregivers to class one teachers were poorly done. Hence both caregivers and primary teachers should hand over properly. Class one teachers to undergo refreshers courses, playing materials be available in primary schools.

Influence of Instructional Drama Activities on the Development of Early Years Learners in Elgeyo-Marakwet County, Kenya

This study was an in-depth investigation into the influence of instructional drama activities on the development of learners in Early Years (Early Childhood) Education Centers in Elgeyo-Marakwet County, Kenya. The study was guided by Piaget’s Cognitive development theory and utilized a cross-sectional descriptive survey research design. It made use of 513 respondents comprising 334 teachers, 172 Head teachers and 7 officials in charge of Early years in Elgeyo Marakwet County. Data were collected through questionnaire and analysed using descriptive statistics. The study established that teachers in the ECDE Centres do not frequently use instructional drama. They instead use the Ministry of Education Models for teaching and learning in ECDE. The study concludes that drama provides a neutral vehicle through which ECDE pupils can explore, express themselves, discover and interpret the world around them, thus making them acquire skills to co-operate with peers and control impulses. One recommendation is that teacher training institutions and ECDE schools should work together to ensure that teachers are appropriately prepared to use instructional drama.

Pre-School Teacher Support and Retention of Pupils in Public ECDE Centres Kenya

Pre-primary teachers need support from the government to ensure that they perform their instructional duties in the classroom effectively. With the devolving of Early Childhood Development Education from the national government to the county level, it was expected that this action would improve the standard and status of learning in these institutions. However, studies have shown that the expected reforms have been done at a slow pace affecting the achievement of ECDE objectives. This paper looks at the kind of support that teachers are provided with by the county government and its impact on the retention of pupils in public pre-primary schools in Wareng Sub County, Uasin Gishu County, Kenya. This study was conducted in 83 public pre-primary schools in Wareng Sub County, Uasin Gishu County. The study applied a descriptive survey research design with the target population involving 166 pre-school teachers and five county government ECDE field officers. The research instruments involved the use of questionnaires and interview schedules. Qualitative and quantitative approaches were used in data analysis. Research results showed that all respondents agreed that there has been a significant change in public pre-primary centres because of the devolution support. Correlation statistics showed that there existed a significant positive relationship between pre-primary teachers’ support and retention of pupils in public ECDE centres in Wareng Sub County, Kenya. The study recommends that additional pre-primary teachers should be employed in schools with a higher learner population and terms of employment should be permanent and pensionable.