The objective of this study is to investigate the possible incorporation of a sensory garden in early childhood development (ECD) centers located in Mamelodi, a township adjacent to Pretoria, South Africa. This article reports on efforts to empower ECD practitioners to provide children with opportunities to interact with nature. The study involved a five-week course with brief weekly sessions for thirty ECD center practitioners. The participants were provided resources to develop a small sensory garden at their ECD centers. The researchers visited fourteen ECD centers whose staff indicated they had created a sensory corner. The visits were used to determine if the ECD center practitioners applied the acquired knowledge to develop a small sensory garden that could be used for teaching and learning. Thereafter, the participants completed a reflective survey on the course, the process, and the challenges they experienced. The study revealed that additional basic training was required to encourage ECD practitioners to integrate sensory elements into preschools. While many ECD centers were able to introduce fundamental sensory garden concepts, practitioners encountered challenges in the upkeep and utilization due to limited space, water shortages, inadequate plant care knowledge, and a lack of understanding of how to integrate sensory gardens into teaching practices. The study also served as a benchmark for potential similar projects in the township and led to further studies stemming from the original research. This project may be of interest to ECD practitioners and scholars, as well as education policymakers. Recommendations for future research, policy, and practice are offered.
In this report, we focus on the factors that influenced the maintenance of an intervention for safety, peace and health in Early Childhood Development one year post-implementation in an informal settlement in Johannesburg, South Africa. We followed a qualitative methodological framework and collected the data via two semi-structured focus group discussions with recipient practitioners. We analysed the data thematically. The participants reported that the provision of curriculum materials, the relevance of curriculum topics and the availability of regular monitoring and mentoring facilitated the maintenance of the intervention. Insufficient funds to reproduce teaching materials and the English-centric nature of the training materials posed challenges to the maintenance of the intervention. In the study, we call for larger empirical work on factors shaping the maintenance of the intervention in under-resourced contexts. We recommend that maintenance plans be developed alongside prevention interventions, the language of communication be context-appropriate, the capacity development for key social actors be accelerated, fidelity and required resources be regularly monitored, and a consistent agency presence be ensured in intervention communities.
Deborah Louise Sinclair, Shilela Nkadimeng, Mapula Mochudi et al.
This article examines how television supports the cognitive and social development of young children in early childhood education centres located in the Vhembe District of Limpopo Province, South Africa.Although television is mostly seen as a form of entertainment, it can also be a useful educational tool when used correctly.The main issue identified in this article is that many rural schools do not use television effectively to support learning and development, partly because of limited access to resources and a lack of teacher training.This research followed a constructivist approach and used a qualitative case study design.Data were collected through semi-structured interviews and classroom observations.Purposive sampling was used to select 10 early childhood teachers and 5 centre managers from five early learning centres.Data were analysed thematically to identify patterns related to how television is used and its impact.The article focused specifically on the Vhembe District.To ensure trustworthiness, the article used techniques such as triangulation, member checking and thick descriptions.Ethical measures included informed consent, privacy, and voluntary participation.The article found that when television content is related to the curriculum, it helps improve children's language, problemsolving skills, and social behavior.The lack of training and resources also makes it difficult for educators to use television effectively.The article recommends that training for teachers should be provided on how to use educational television, and rural schools should be supported with equipment and suitable content.The research shows that television, when used correctly, can be a powerful learning tool for young children.
Background: Parental involvement is integral to the success of early childhood development (ECD) programmes. The onset of coronavirus disease 2019 (COVID-19) and the adoption of remote learning reshaped parental roles, values, and expectations in ECD. Parents assumed greater responsibility for their children’s learning and development, encountering new challenges in the post-pandemic era. While parents remain central to children’s early experiences, their visions, values, and expectations in supporting holistic development remain underexplored. Aim: This qualitative study explored how parents perceive and envision ECD in the post-pandemic era. Setting: The research was conducted with parents of young children enrolled in ECD programmes in Chitungwiza District, Zimbabwe. Methods: Guided by an interpretivist paradigm and qualitative approach, data were collected through semi-structured interviews and focus group discussions with six purposively sampled parents. Thematic analysis was used to identify patterns and actionable solutions. Results: Findings highlighted parents’ emphasis on meaningful participation in decision-making, prioritisation of children’s developmental needs, equitable access, improved infrastructure, and flexible policies for ECD programmes during pandemics. Conclusion: The study concluded that the post-pandemic era in Zimbabwe marked a paradigm shift in parents’ visions and values of ECD. Contribution: This study contributes to the discourse on ECD recovery by informing policy on fostering inclusivity and sustainability in early childhood education. It underscores the importance of transformative learning and enhanced collaboration among parents, schools, and government to strengthen Zimbabwe’s ECD programmes.
Early childhood development (ECD) has the potential to change society. Researchers globally recognise the importance of early intervention on children’s overall well-being and development, impacting their personality and social behaviour. When developing policies to support early childhood development, some questions arise regarding the implementation’s practicality. The National Integrated Development Plan for Early Childhood Development in South Africa aims to transform ECD service delivery in South Africa to address critical gaps and ensure comprehensive, universally available, and equitable early childhood development services. Providing quality places for care and education for children between the ages of 0-7 years is emphasised as a critical component of the overall plan toward eradicating poverty. Research indicates that the lack of quality ECD learning environments is one of the critical challenges impacting negatively on achieving the intended transformation. This research paper explores the experiences of the principals and teachers of a selection of 8 ECD centres situated in Outerwest eThekwini. The research is conducted through a theoretical lens of spatial justice for ECD children and their teachers/carers in South Africa. The study is framed within the ecological systems theory developed by Bronfenbrenner, providing an understanding of the complexity of their context. The research design follows a constructivist approach of interviews and participation, enabling voice to a marginalised group within an interpretive/ transformative paradigm. The research findings expose the multiple levels of inequality and the resilience of the women who serve the ECD sector in South Africa.
Third sector organisations are effective links between Higher Education Institutions and communities in promoting and expediting Community Engagement programmes tasked with raising awareness, fostering social responsibility and civic mindedness in students and, thus, contributing to the common good. In recognition of this, Durban University of Technology (DUT) pre-emptively enabled collaboration between the institution and a cluster of Civil Society Organisations (CSOs) in 2004. This paper examines one of the partnership programmes between the Gandhi Development Trust and the Durban University of Technology, the Early Childhood Development Values Education Project and the successful Community Engagement partnerships created with three academic departments of DUT. It focuses on the Department of Drama programme based on Bloomgarden’s Preparation, Action, Reflection, Evaluation (PARE) framework integrating experiential and academic learning. The study draws on the theoretical lens of Dewey’s Democracy and Education and Freire’s Critical Pedagogy and uses the case study method to present the data gathered through the PARE phases. Foregrounded in the paper is the impact of democratic education characterised by values such as inclusiveness, participation, reciprocity, and an equality of respect for the knowledge and experience that everyone contributes to education and community building.
The state of early childhood development (ECD) provisioning in South Africa is dire. An onerous regulatory regime is one factor contributing to this crisis. Instead of a developmental and enabling framework, the regulatory landscape is convoluted and overly burdensome. This in turn frustrates the realisation of the rights of children. The author argues that regulatory reform in this context is not only desirable but constitutionally required. The article begins by providing an overview of the evolution of the ECD regulatory landscape in South Africa with a particular focus on health and safety regulation. A shift from under-regulation in the pre-constitutional era to over-regulation in the constitutional era is identified. The author proceeds to argue that South Africa's current state of affairs is animated in part by a failure to articulate the full set of interests that should inform a balanced ECD regulatory regime. Pathways towards a more coherent and coordinated regulatory framework for ECD health and safety standards are suggested. The proposed reforms, albeit limited, have the potential to offer immediate relief to both under-resourced providers and overburdened administrators
The provision of Integrated Early Childhood Development (IECD) positively impacts children’s futures physically, cognitively, emotionally and socially. The assessment sought to inform intervention programs to improve the status of children’s physical, social-emotional, cognitive and educational needs, as well as their health and nutritional needs. A mixed method approach was used to collect data: a survey and multiple case studies through interviews with 32 caregivers were conducted and focus group discussions were held with community members. The findings show that the Early Childhood Development (ECD) centers lacked the essential prerequisites for the provision of quality IECD education as per the requirements stipulated in the Adapted Theory of Change (ATC). The study recommends formation of smart partnerships in providing integrated childhood development services at ECD centers to meet their health, sanitation, nutritional, physical, socio-emotional and cognitive needs.
Elizabeth Ndeukumwa Ngololo, Choshi Darius Kasanda, Gert Van Rooy
This paper examines the critical role of Early Childhood Development (ECD) in shaping children’s cognitive, emotional, and social growth, particularly in South Africa, where approximately 90% of brain development occurs before the age of five (World Bank, 2023). Significant challenges impede progress despite the evident benefits of investing in ECD, such as improved educational outcomes and reduced intergenerational poverty. Limited funding, inequitable access to quality services, inconsistent quality across centres, and a lack of awareness among parents are identified as major barriers (DGMT, 2024; NDA, 2023). Furthermore, integrating Information and Communication Technology (ICT) into ECD settings presents additional obstacles, including limited access to technology and inadequate training for educators (HSRC, 2021). To address these challenges, the paper proposes a multi-faceted approach that includes increasing public funding specifically for ECD initiatives, fostering public-private partnerships to enhance resource availability, and expanding infrastructure development to improve access in underserved communities. Additionally, the implementation of mobile learning units is suggested to bridge gaps in access while providing tailored training opportunities for educators. Ensuring consistent quality across all ECD centres through standardized training programmes and robust monitoring systems is also emphasised as essential for maximising investment impact (Teach With Africa, 2021). Ultimately, this paper advocates for a collective commitment to raising awareness about the importance of ECD and the integration of ICT as a strategy for enhancing educational opportunities for young learners. By prioritising these investments and addressing existing barriers head-on, stakeholders can create a more equitable educational landscape that prepares children for future success in an increasingly complex world.
This study explored strategies to rebuild and strengthen Zimbabwe’s early childhood development (ECD) programmes in the post-COVID-19 era, focusing on inclusive, resilient, and communitydriven approaches that address systemic inequities. While prior disparities increased the effect of the crisis, the COVID-19 pandemic brought its unique challenges, such as prolonged closure of ECD centres, limited access to resources and strained familial structures. These challenges highlighted vulnerabilities in the nation’s early childhood framework. Bronfenbrenner’s ecological systems theory and resilience theory underpinned the study. The study was conducted in Zimbabwe, incorporating data from ECD school heads and teachers in charge. The interpretivist paradigm and a qualitative approach were used in this study. Moreover, semi-structured interviews, focus group discussions and document analysis were used to collect data in this study. Data were analysed using thematic analysis to establish actionable solutions proposed by participants. Findings revealed the need for recovery and improvement through community support systems, and culturally grounded interventions. Stakeholders emphasised the need for overhauling the ECD programme’s curriculum to align with crisis times, policy reforms, infrastructural development and capacity-building for teachers. This study highlights the urgency of rebuilding Zimbabwe’s ECD programmes, focusing on equity, resilience, and cultural relevance.
