Other
Leadership and Stakeholder Involvement in Creating a Non-Violent Early Childhood Development (ECD) School Environment in South Africa
Matshediso Rebecca Modise ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This book chapter looks at how leaders of early childhood development (ECD) centres and the early years of primary school in South Africa can create environments free from violence. It covers children from Pre-Grade 1 to Grade 3. It also discusses the roles that other stakeholders, such as school governing bodies, can play in supporting school leaders. The work is guided by Bronfenbrenner's ecological systems theory.
Key points
- ECD in South Africa is defined as the processes by which children from birth to nine years grow emotionally, morally, socially, physically and spiritually.
- The chapter focuses on ECD centres and the foundation phase (Pre-Grade 1 to Grade 3) in primary schools.
- Early childhood is a sensitive and impressionable stage, so a supportive living atmosphere and enabling social setting are needed for complete development.
- Creating a violence-free environment requires the involvement of all stakeholders, especially school leadership teams, in considering policy.
Limitations
Only the abstract is available, so the methods, data and specific strategies are not described. It does not evaluate an intervention or report any measured outcomes.
Abstract
This chapter seeks to consider strategies and means that early childhood development (ECD) leadership in South Africa can use to create a non-violent environment at ECD centers and in the foundation phase in primary schools. In South Africa, ECD is defined as a term indicating the procedures under which children from birth to nine years of age grow and flourish emotionally, morally, socially, physically, and spiritually. The chapter focuses on Pre-Grade 1 to Grade 3 environments. It also addresses the roles that relevant stakeholders can play in support of school leadership in the creation of a violent-free environment. The research is guided by Bronfenbrenner's ecological systems theory. Since early childhood is a sensitive and impressionable stage in children's lives, a living, supportive atmosphere as well as an enabling social setting is essential to ensure their complete development. This requires the involvement of all stakeholders (school governing bodies), especially members of the schools' leadership teams in considering policy.