Leadership and Stakeholder Involvement in Creating a Non-Violent Early Childhood Development (ECD) School Environment in South Africa

This book chapter looks at how leaders of early childhood development (ECD) centres and the foundation phase of primary schools (Pre-Grade 1 to Grade 3) in South Africa can create environments free of violence. It also considers what roles other stakeholders, such as school governing bodies, can play in supporting school leaders. The work draws on Bronfenbrenner's ecological systems theory. It argues that early childhood is a sensitive stage and that a supportive social setting is needed for full development.

Key points

• ECD in South Africa is defined as the processes through which children from birth to nine years grow emotionally, morally, socially, physically and spiritually.
• The chapter focuses on Pre-Grade 1 to Grade 3 settings, covering ECD centres and the foundation phase in primary schools.
• Early childhood is described as a sensitive and impressionable stage that needs a supportive, enabling environment.
• Creating a violence-free environment needs involvement of all stakeholders, especially school leadership teams, in considering policy.
• The research is guided by Bronfenbrenner's ecological systems theory.

Limitations

Only the introductory abstract is available, so the methods, data and specific strategies or findings are not described. It does not evaluate any intervention or give evidence on how well the approaches work.