Africa Knowledge Hub for Children

OtherCrossref26 Aug 2026

Latent Factors Shaping Early Childhood Development: Insights from a Longitudinal Study in Gauteng, South Africa

Abstract Understanding the intricate dynamics which underscore early childhood growth is a pivotal pursuit within child development research. This longitudinal study delves into developmental pathways of grade R and 1 pupils, across five primary schools in Gauteng. Employing an inclusive survey administered to educators, guardians, and healthcare practitioners, the study seeks to capture insights spanning factors such as education, nutrition, health, material well-being, and protection or care dimensions. The sample of 138 participants, encompassing a balanced gender distribution, boasts an average child age of 7 years. Employing advanced statistical techniques, this study employs Exploratory Factor Analysis to unearth distinctive latent factors, thereby constructing a holistic framework for further inquiry. Structural Equation Modelling illuminates substantial correlations between emotional regulation and safety and well-being factors, highlighting their pivotal roles in children's comprehensive development. Acknowledging the evolving nature of child growth, Latent Growth Modelling introduces a temporal dimension, facilitating the analysis of growth trajectories to discern alterations and trends in latent variables across multiple time points. Children's emotional regulation exhibits consistent baseline intercepts, whereas safety and well-being factors manifest baseline variability and nuanced covariances. These findings underscore the intricate interplay between initial levels and rates of change. In addition to shedding light on latent factors that shape child development, this research underscores the importance of advanced statistical methodologies. By influencing evidence-based interventions and policy decisions, the study contributes to discourse surrounding the cultivation of healthy childhoods, fostering a deeper comprehension of multifaceted factors that influence children's well-being.

Peer-reviewed articleOpenAlex28 Aug 2026

A cross‑sectional analysis of vitamin D status and associated factors in children recovering from severe acute malnutrition in Zambia and Zimbabwe

Mortality following severe acute malnutrition (SAM) remains high in Africa. Some children with SAM have altered immune responses and impaired neurodevelopment; however, whether vitamin D deficiency contributes to these poor outcomes remains unclear. We conducted a cross-sectional analysis of circulating 25-hydroxyvitamin D [25(OH)D] concentrations at hospital discharge (25(OH)D) in 442 children aged 0-59 months with SAM at one hospital in Lusaka, Zambia, and two hospitals in Harare, Zimbabwe. Also, we investigated the relationship between 25(OH)D concentrations and host factors. In 442 children, plasma 25(OH)D concentrations were measured using ELISA. Vitamin D deficiency was identified in 33/442 (7.5%; 95% CI: 5.2-10.3) children, all of whom were from Zimbabwe. A multivariable regression model that included age, sex, HIV status, season, oedema, cerebral palsy, and country demonstrated significantly higher 25(OH)D levels among children aged 6-11 months (adjusted (adj) ratio; 1.3; 95% CI: 1.1, 1.6; P = 0.003), 12-23 months (adj ratio; 1.5; 95% CI: 1.3, 1.8; P < 0.001), and 24-59 months (adj ratio; 1.5; 95% CI: 1.3, 1.8; P < 0.001) compared with those <6 months. Sampling during the cool season (adj ratio; 1.2; 95% CI: 1.1, 1.3; P = 0.002), absence of cerebral palsy (adj ratio; 1.2; 95% CI: 1.1, 1.4; P = 0.002) and residence in Zambia (adj ratio; 1.2; 95% CI: 1.1, 1.2; P < 0.001) were associated with higher concentrations of 25(OH)D, even after excluding children <6 months. These findings indicate that vitamin D status among children with SAM is significantly influenced by age, seasonality, cerebral palsy, and geographical location. To facilitate management and improve clinical outcomes in these children, we recommend further investigation into whether the current vitamin D content in ready-to-use therapeutic foods is sufficient for all children and whether additional supplementation improves clinical outcomes, especially in high-risk groups. If deficiency is present, we recommend that children be managed in accordance with local guidelines and policies.

Tracy Naomi Phiri, Cherlynn Dumbura, Kuda Mutasa et al.

SurvivalZMZWRead at source

Peer-reviewed articleCrossref28 Sept 2025

Urban–Rural Divide in Early Childhood Teacher Professional Development in South Africa

This paper examines the persistent urban–rural divide in early childhood care and education (ECCE) teacher professional development in South Africa. Drawing on peer-reviewed literature, policy analysis, and comparative data, the study explores how geographic location influences access to accredited training, qualification levels, institutional support, material resources, and professional identity. Urban ECCE teachers benefit from proximity to higher education institutions, regular workshops, and structured career pathways, while rural practitioners often face isolation, under-resourcing, and lack of formal recognition. The paper further analyses structural and contextual constraints in rural settings, such as infrastructural deficits, digital exclusion, and policy implementation failures. Through teachers’ lived experiences, the paper presents a grounded understanding of the inequities that shape professional development trajectories. Comparative indicators highlight the systemic nature of these inequalities and the urgent need for targeted, context-sensitive policy interventions. The paper concludes with practical recommendations to strengthen rural ECCE teacher development through inclusive governance, localized training models, resource redistribution, and the recognition of experiential knowledge.

Sibusiso J. Radebe

DevelopmentZARead at source

OtherCrossref17 Sept 2026

Writing anxiety: A barrier to early isiXhosa literacy development

How to cite: Stofile, S & Ngece, S 2026, ‘Writing anxiety: A barrier to early isiXhosa literacy development’, in T Moodley, S Stofile & R Govender (eds.), Holistic and inclusive education practices for young learners in South Africa: From early childhood to Foundation Phase, The University of the Western Cape Faculty of Education Book Series, vol. 2, AOSIS Books, Cape Town, pp. 247–263. https://doi.org/10.4102/aosis.2026.BK568.12

Sindiswa Stofile, Someka Ngece

DevelopmentZARead at source

Peer-reviewed articleCrossref14 May 2025

FOSTERING COLLABORATIVE ENGAGEMENT: STRATEGIES FOR STAKEHOLDER COOPERATION IN EARLY CHILDHOOD EDUCATION IN ZAMBIA

Investigated strategies for stakeholder cooperation in Early Childhood Education (ECE) in Zambia. Emphasized collaboration between government, educators, families, and community organizations. Applied an interpretivist-phenomenological design with qualitative methods (interviews, observations, document review). Involved 10 purposively selected participants. Identified key barriers and enablers of stakeholder engagement. Recommended improved communication, stakeholder training, and formal collaboration policies.

Joyce Mbewe, Blandina Manditereza

DevelopmentZMRead at source

Peer-reviewed articleOpenAlex31 Aug 2026

Awareness and Perceptions of Health Promotion Strategies Among Caregivers to Reduce Child Mortality in Mount Fletcher, Eastern Cape, South Africa

Background Child mortality remains a major public health challenge in low- and middle-income countries, with Sub-Saharan Africa carrying a disproportionate share of the global burden. In South Africa, rural and under-resourced areas such as Mount Fletcher in the Eastern Cape continue to record high rates of preventable under-five deaths. The effectiveness of national and provincial health promotion strategies depends heavily on local awareness, acceptance, and participation, yet little is known about how caregivers in rural communities such as Mount Fletcher understand and experience these interventions. Objective To explore the awareness and perceptions of health promotion strategies among caregivers to reduce child mortality in Mount Fletcher, and to identify the barriers and facilitators influencing their uptake. Methods A qualitative descriptive study was conducted among 20 mothers and primary caregivers of children under five years attending Taylor Bequest Clinic in Mount Fletcher, Elundini Local Municipality. Participants were selected through purposive sampling and took part in semi-structured, audio-recorded interviews conducted in isiXhosa or English. Data were transcribed verbatim and analysed thematically using ATLAS.ti (version 8), guided by the Health Belief Model. Results Participants demonstrated good awareness of core child-survival interventions, including immunisation, exclusive breastfeeding, nutrition, hygiene, and clinic attendance, and generally held positive attitudes toward health promotion services and healthcare workers. However, participants identified substantial barriers to the uptake of these strategies, including poverty, transport costs and distance to health facilities, long clinic waiting times and staff shortages, and the continued influence of traditional and cultural beliefs on health-seeking behaviour. Conclusion Caregivers in Mount Fletcher are broadly aware of, and hold favourable attitudes toward, child health promotion strategies, but structural, economic, and cultural barriers continue to limit their consistent use. Strengthening community health worker outreach, addressing health system constraints, and engaging traditional and community leaders alongside biomedical health education may help translate existing awareness into more consistent uptake of child mortality reduction interventions in similar rural South African settings.

Lulama Lathitha Faku, Mirabel Kah-Keh Nanjoh, Luviwe Lutotswana et al.

SurvivalZARead at source

OtherCrossref17 Sept 2026

The indigenisation of early childhood education in South Africa: Finding synergies with Froebelian principles

How to cite: Bloch, C & Moodley, T 2026, ‘The indigenisation of early childhood education in South Africa: Finding synergies with Froebelian principles’, in T Moodley, S Stofile & R Govender (eds.), Holistic and inclusive education practices for young learners in South Africa: From early childhood to Foundation Phase, The University of the Western Cape Faculty of Education Book Series, vol. 2, AOSIS Books, Cape Town, pp. 143–161. https://doi.org/10.4102/aosis.2026.BK568.08

Carole Bloch, Trevor Moodley

DevelopmentZARead at source

Peer-reviewed articleCrossref3 Feb 2025

Early childhood workforce professionalism in South Africa: Policy ideologies and teacher understandings

Despite its pivotal role in young children's development and learning, early childhood care and education (ECCE) remains undervalued and under-resourced, with its professional status and recognition often ambiguous. In South Africa, ECCE professionals experience dislocation and marginality within a fragmented system, hindering their efforts to achieve professionalism and consistency in recognition and status. This article examines workforce professionalism in South Africa's ECCE sector, analysing the interplay between policy ideologies and teachers’ understandings. A dual lens of democratic professionalism and transformative feminist perspectives was employed to analyse the sector's challenges within a highly unequal socio-economic landscape. The study combined document analysis of the Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for Early Childhood Development Educators (MRQECDE), and data collection through an online questionnaire with a purposive sample of 208 ECCE teachers from 73 ECCE centres in the Ekurhuleni district of Gauteng province. Findings reveal tensions between qualification-centric policies and teachers’ experiences, highlighting how systemic constraints and intersectional disadvantages affect workforce professionalism. Whilst teachers internalised policy ideologies on qualifications, they demonstrate agency by reimagining alternative pathways for their professionalism. This study contributes to global debates on ECCE professionalism, particularly to contexts where predominantly feminised workforce experience similar structural challenges. A more inclusive and context-responsive approach to professionalism is essential – one that adopts an empowerment framework and prioritises the recognition of marginalised voices.

Colwyn Deborah Martin, Hasina Ebrahim, Mary Clasquin-Johnson et al.

DevelopmentZARead at source

Peer-reviewed articleCrossref3 Nov 2021

Parental Perceptions of Male Early Childhood Development Teachers in Khami District, Zimbabwe

The purpose of this study was to establish parents’ perceptions of the involvement of males as early childhood development (ECD) teachers. The research adopted a qualitative approach and used a case study design to allow interaction with the subjects and to draw conclusions based on their diverse perceptions. A sample was drawn from the Khami District population that comprised 10 parents, four administrators, four female teachers and two male teachers. Two sampling techniques, namely convenience and purposive sampling, were used. Convenience sampling allowed the researcher to select a small sample where participants were chosen on the basis of being accessible and convenient. Only parents with children taught by male teachers were purposively sampled. Ethical considerations were observed during data collection by explaining to participants that participation was voluntary, with confidentiality guaranteed. Online questionnaires, telephone interviews and virtual focus group discussions were used to collect data, making it easy to maintain social distancing during the Covid-19 lockdown. The following are some of the major findings of this study: parents have mixed perceptions about the involvement of males as ECD teachers; female teachers and school administrators have more positive perceptions about the involvement of males as ECD teachers because they are viewed as qualified for their job. However, in spite of the positive perceptions established about male teachers, some factors such as gender and societal inclinations still cause parents to have fears about the involvement of males as ECD teachers. The study recommends that more male teachers should be recruited to balance gender representation and more workshops and refresher courses for both parents and teachers should be conducted to develop trust.

Melody Matsvange, Collen Mudimba, Mangena Codelia Siziwe Sithole

DevelopmentZWRead at source

Peer-reviewed articleCrossref4 Aug 2025

Values education in early childhood development for social transformation in South Africa

Three decades into democracy, the conspicuous prevalence of immoral and unethical behaviour in South African society is indisputable. In 1997, this society was alerted to “a moral timebomb” (RSA, MRM, 2000) and a 2019 review report (DPME, 2019) confirmed the erosion of its social fabric and morality. Over the years, various initiatives and programmes aimed at inspiring or restoring morals, values and ethics emerged. However, these patchy, disconnected attempts have failed to stem the tide of social deterioration. Research indicates that interventions for behaviour and attitude changes are most efficacious in the early childhood phase. Accordingly, a doctoral study (Padayachee, 2022) proposed an early childhood development integral education and Ubuntu approach to foster the values of social responsibility and citizenship in preschoolers. The study included, in the exploratory phase, the category of values education, which is the focus of this paper. Data were gathered through focus group interviews with early childhood development staff, parents and community members in six pre-schools and analysed thematically. The findings on this specific category are presented to validate the argument that the explicit inclusion of values in early childhood development has the potential to build progressively a foundation for a moral and ethical society and possibly impact social transformation in South Africa.

Kanya Padayachee

DevelopmentZARead at source

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Latent Factors Shaping Early Childhood Development: Insights from a Longitudinal Study in Gauteng, South Africa

A cross‑sectional analysis of vitamin D status and associated factors in children recovering from severe acute malnutrition in Zambia and Zimbabwe

Urban–Rural Divide in Early Childhood Teacher Professional Development in South Africa

Writing anxiety: A barrier to early isiXhosa literacy development

FOSTERING COLLABORATIVE ENGAGEMENT: STRATEGIES FOR STAKEHOLDER COOPERATION IN EARLY CHILDHOOD EDUCATION IN ZAMBIA

Awareness and Perceptions of Health Promotion Strategies Among Caregivers to Reduce Child Mortality in Mount Fletcher, Eastern Cape, South Africa

The indigenisation of early childhood education in South Africa: Finding synergies with Froebelian principles

Early childhood workforce professionalism in South Africa: Policy ideologies and teacher understandings

Parental Perceptions of Male Early Childhood Development Teachers in Khami District, Zimbabwe

Values education in early childhood development for social transformation in South Africa

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