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Abdu, Hannatu Aishatu. "An exploratory study of early childhood development teacher attitudes towards parent involvement in early childhood development centres in Athlone." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13271.
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Includes bibliographical references.This study aimed to explore early childhood development teacher attitudes towards parent involvement in early childhood development centres. The researcher aimed to gain an understanding of how ECD teachers describe their roles within the ECD centres, their perception of parent involvement in ECD centres, the ways in which ECD teachers involve parents within the ECD centre, to know the factors influencing parent involvement within the ECD centres and teachers needs for further support in parent involvement. The study was undertaken in Athlone with the aim to using the results to highlight areas that need improvement within ECD centres.
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Gunn, Alexandra Claire. "Visual art education in early childhood centres : teachers' beliefs and practices." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1998. http://hdl.handle.net/10092/2479.
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Teachers' beliefs and practices in the curriculum area of visual art education, along with relevant theory and the curriculum guidelines Te Whaariki, provide a framework against which teachers plan and implement programmes in visual art education for young children. Three distinct orientations (rote, child-centred, and cognitive) are used to investigate the beliefs and practices of teachers in a sample of Christchurch early childhood centres in order to establish the philosophical perspective that surround the provision of visual art. A distinct influence of child-centred orientation is seen whereby teachers value the visual arts as a curriculum area that allows children opportunities to engage in the process of self-guided creative expression. In addition, many rote oriented table-top type activities were provided for children. Cognitively oriented art education approaches were not significantly featured in either the teachers' beliefs or the way they practised in visual art. Implications for teaching practice and the development of children's artistry are discussed in light of the research findings.
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Clampett, Bridget. "Quality Early Childhood Development centres: an exploratory study of stakeholder views." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20702.
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This study 'Quality Early Childhood Development (ECD) centres: an exploratory study of stakeholder views' was carried out with a sample of fifteen principals of effective ECD centres in the Western Cape, South Africa. The study adopted a qualitative, exploratory approach using a semi-structured interview schedule for face-to-face interviews with the participants. A purposive sample was used and the selected sample were geographically spread across the Western Cape Metropolitan area.The findings revealed the following: Effective ECD centres that provide quality care and education is of critical importance and should be prioritised in South Africa. Governing bodies play critical roles in the effectiveness of ECD centres; these roles include: governance and accountability, ensuring financial sustainability, decision-making and administration, strategic planning, monitoring and evaluation, and conflict resolution. ECD forums are also a valuable asset for ECD centres. Structure and routine, indoor learning materials and the arrangement of the classroom are important components of quality learning programmes. Qualified ECD teachers provide quality learning programmes for children and outdoor play is important for children's holistic development. Parental involvement improves learning outcomes for children and relationships with stakeholder's assists centres in providing a holistic programme. Principals play a crucial role in ensuring a quality service is provided.
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Shertiel, Sabra Hussein. "The role of practitioners in early childhood development centres in shaping behaviour of children." University of the Western Cape, 2018. http://hdl.handle.net/11394/6375.
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Magister Artium - MA (Child and Family Studies)Early childhood centres play a profound role in shaping the behaviour of children. Research indicates that early childhood centres contribute to the holistic development of children, encompassing their motor, congnitive and behavioural skills. Research has further shown that the South African authorities have an early childhood policy which spans various aspects of childhood development. To establish the nexus between early childhood centres and the behaviour of children, this study explored the role of practitioners in early childhood development centres in shaping the behaviour of children. The study uses the Ecological Systems Theory to interrogate its tenets of the theory and the research findings. The study engaged a qualitative approach to explore this phenomenon. Semi-structured interviews, field notes and observations were used to obtain data from parents, principals and practitioners at early childhood centres. Data was analysed thematically and as such, three main themes emerged from the research: the behaviour of children in early childhood development centres; practitioners' perceptions of their own roles in early childhood development centres; and the attitudes of practitioners towards their roles in early development centres.
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Lyne, Mark. "Exposure assessment of traffic-related pm10 pollution in outdoor play areas of early childhood centres." Click here to access this resource online, 2008. http://hdl.handle.net/10292/413.
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This thesis seeks to assess the exposure of children in outdoor play areas of early childhood centres in Auckland City to traffic-related PM10 pollution. An estimated 400 premature deaths occur each year in New Zealand due to motor vehicle emissions. In addition to premature deaths, acute and chronic health effects including asthma, chronic obstructive pulmonary disease (COPD), heart disease and bronchitis, as well as increased hospitalisations and restricted activity days (sick days) are also associated with vehicle emissions. Epidemiological studies have shown that respiratory diseases such as asthma can be exacerbated by increases in the concentration of particulates of less than 10 microns in diameter (PM10) from motor vehicle emissions. Significant positive associations have been found between proximity to heavily travelled roads and increased childhood respiratory disease symptoms including hospitalisations for childhood asthma. In spite of this evidence, many early childhood centres in Auckland are located adjacent to busy roads. Children at these early childhood centres spend much of their time playing in the outdoor areas of these centres with the potential for particulates from motor vehicle emissions to exacerbate symptoms in those children already suffering from respiratory disease and asthma. Very little research has been carried out either in New Zealand or internationally on the air quality of outdoor play areas of early childhood centres in relation to motor vehicle emissions and childhood respiratory disease and asthma. The extent of monitoring is also limited and the amount of exposure data available in New Zealand relatively sparse, particularly in comparison with Europe. Levels of traffic-related PM10 in the outdoor play areas of early childhood centres were measured in centres located adjacent to busy roads and in centres away from a quiet road or adjacent to a very quiet road for comparison. Two of five early childhood centres located alongside busy roads had PM10 levels that exceeded the World Health Organization (WHO) guideline value. While PM10 levels monitored at the other three centres located alongside busy roads did not exceed the WHO guideline value, results were often only marginally within this guideline value. In contrast, PM10 levels monitored at two centres located away from a quiet road and one centre located adjacent to a very quiet road were well within the WHO guideline value. This pilot study provides preliminary evidence that children attending early childhood centres located alongside busy roads have greater exposure to traffic-related PM10 pollution than those attending early childhood centres located away from a quiet road or adjacent to a very quiet road. If the link between PM10 exposure and health effects is causal, as suggested by epidemiological studies, then children attending early childhood centres proximal to busy roads are at a greater risk of respiratory illness than children attending early childhood centres adjacent to quiet roads. Further work is required to confirm the findings in this small sample of air quality around early childhood centres in a larger sample, and possibly to undertake an epidemiological study to confirm the link to health effects. Drawing on the precautionary principle, prudent territorial local authorities should be encouraged to introduce regulations ensuring that any new early childhood centres are located at a specified distance from major roads, and that information for parents, ongoing PM10 monitoring and processes for issuing PM10 advisories when limits are exceeded are available in existing early childhood centres that are adjacent to busy roads.
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Thorogood, Camilla Renée. "Food provision challenges facing early childhood development centres in two Cape Town townships." University of Western Cape, 2020. http://hdl.handle.net/11394/8238.
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Magister Philosophiae (Land and Agrarian Studies) - MPhil(LAS)Early childhood has been identified as a critical period for providing nutritional intervention, with nutritional adequacy during the first 1000 days having long term implications for human development. South Africa’s policy environment accordingly aims to support the development of all children through providing services supporting care and nutrition of children so that ‘no one is left behind’. However, the reality is that for the economically marginalised who live in poverty, these services are inaccessible and the whereabouts of many children, especially those under 5, remain unknown to the state. This study looks at township childcare facility as a key intervention point for nutrition provision, documents the obstacles and challenges they face in securing food for the children in their care and describes the strategies they use to combat these challenges. Using a mixed method approach, data were gathered on all ECDs operating in two Cape Town townships – Vrygrond, a semi-formal township, and Sweet Home Farm, a deeply informal settlement – and a typology was developed which represented the differentiation between these informal businesses in terms of a continuum of connectedness and disconnectedness with the regulatory environment.
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McNab, Nicola Jane. "Sleep practices and nap quality in infants transitioning to early childhood education centres: Comparing naps in the home and centre." Thesis, University of Canterbury. Health Sciences Centre, 2012. http://hdl.handle.net/10092/7369.
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Little literature currently exists on naps in infancy, particularly in Early Childhood Education (ECE) settings. This study follows previous research by Stuart (2011) on children attending ECE Centres. The objective of the current study was to examine the architecture of naps in infants who were transitioning to attendance at an ECE Centre. Four males and one female aged between 4 and 11 months contributed to five case studies. Digital video recordings were made of participants napping in two settings: the home and the ECE Centre. Baseline recordings were made in the home only, and recordings were made in both settings as infants transitioned to the ECE Centre, and once they were deemed to be “settled” at the centre. The recordings were then coded to determine sleep states and amount of caregiver interaction. The results showed that all infants displayed a reaction to the transition to ECE attendance. However, the transition to the ECE Centre had a minimal effect on most infants’ home naps. Overall, naps were longer and more efficient at home than at the ECE Centre, and infants engaged in more Active Sleep than Quiet Sleep in both settings. Caregiver interaction during naps also differed between the settings. This is an important area of study as attendance at ECE Centres in New Zealand is increasing (Ministry of Education, 2011b), and as such, suggestions for future research have been made.
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De, Gioia Katey, University of Western Sydney, College of Social and Health Sciences, and School of Applied Social and Human Sciences. "Beyond cultural diversity : exploring micro and macro culture in the early childhood setting." THESIS_CSHS_ASH_De Gioai_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/795.
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Experiences in the early years of life are increasingly recognised as significant predictors of long-term cognitive and psychosocial behaviour. This thesis focuses on one aspect of early development: the cultural identity of the young child and investigates the influence of continuity of practice between home and the child care centre in this development. The use of child care services for very young children has increased dramatically in the past two decades. For the first time in history there may be more babies aged 0-3 years in care situations than babies who are cared for at home - this impacts upon the child’s micro-culture (individual, unconscious practices guided by beliefs, norms and values) and macro-culture (ritualistic, symbolic behaviour, often conscious which is tied to belonging to an ethnic group). This study investigates the way in which child care centres contribute to the development of micro and macro-cultural identity in very young children. This study was originally designed to increase the knowledge base about the ways in which interactions with children (particularly in relation to sleep and feeding micro-cultural practices) differ between home and child care service and the implications of these differing practices. As the study progressed a new focus was developed and evolved into an analysis of communication processes between parents and staff and the effects of those communication processes. Qualitative methods on non-participant observation, semi-structured interviews and semi-structured questionnaires were used to address the research questions. Recommendations from the study focus on setting level and policy issues. The early childhood sector is called on to redress notions around communication and partnership building with parentsDoctor of Philosophy (PhD)
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Sharpley, Jennifer. "An investigation into the implementation of early childhood development policy in early childhood centres (A study of the Fisantekraal, northern district, Cape Town, South Africa)." University of the Western Cape, 2014. http://hdl.handle.net/11394/4205.
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Masters in Public Administration - MPAThe White Paper on Education and training defines ECD as the process by which children 0 – 9 grow and thrive in all respects. The main focus of ECD’s is to ensure that children are thriving, by providing a solid foundation for physical, emotional, cognitive and overall healthy development of children (UNICEF, 2005). Therefore a critical factor for educational achievement is access to ECD. In redressing the exclusion of the past in ECD the equity enshrined in the white paper on Education and training (1995) and the Reconstruction and development program (RDP) suggest that government act as the key agent for ‘levelling the playing field’ . This would greatly benefit the historically disadvantaged children which are the majority within South Africa (Department Basic Education, 2001). The challenge is to establish in which way the playing field are bring levelled to increase ascertain ECD programs for all children in general, and poor children in particular. Thus the implementation of quality programs becomes a matter of urgency (UNICEF, 2005). Many ECD centres have been established around the world and in South Africa, very few studies have been conducted concerning the implementation of government policy in terms of ECD centres. As stated in the Convention on the Right of the Child and the African charter on the Rights and the welfare of the child. The South African constitutions in regard to Act 108 of 1996 include the Bill of Rights, with policies and plans that are in one place to ensure that the rights of children in the Early Childhood Developmental stage are met (Child institute, 2007/2008). This research investigates the implementation of government ECD policy in the three sectors of government policy which need to be adhered to. Namely the criteria stipulated by the Educational Department, Social Development as well as the Department of Health. The study shall ascertain whether these policies are indeed being implemented. New ECD programs include the ECD integrated Plan with a focus on parent education, in addition to Expanded Public Works Program which also includes the training of parents (Biersterker & Kvalsig, 2007 :pp 1200). The research objectives are namely to examine the implementation of ECD policy which covers all three departments that of; Education, Social Development and Health. To develop a legislative and conceptual framework to underpin the study Identify challenges and opportunities from primary data and draw conclusions Make recommendations Specific research questions addresses in this study: •To determine what processes are in place to ensure effective and efficient implementation of the ECD policy. •To ascertain what specific challenges are faced by ECD centres staff during the implementation of policy. •The relevance of the policies to the intended Institutions. A qualitative study method shall be adopted. The instrument (questionnaire) will be issued to participants namely head/principal or teacher in charge of ECD centres. The questionnaire shall be followed up with a focus group, which shall include head of ECD’s as well as active parents from communities/governing bodies. The researcher undertakes the responsibility of providing and examining the level of competences. The researcher shall be responsible in conducting the research, with integrity and maintain honesty and fairness at all times. The participants are assured that the information shared during the discussions would be used solely for the study and no other publications. The researcher shall uphold the right for any participant to withdraw from the process if they no longer wish to participate. Only respondents who provide consent to being a part of this process shall participate.
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Hebe, Headman Ngilosi. "Exploring the implementation of environmental education in Grade R : a case study of selected Early Childhood Development (ECD) Centres." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98015.
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Thesis (PhD)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Planet Earth is plagued by a myriad of problems which have been on the increase in recent years. These include, among other things, e–waste; reduction in biodiversity, air pollution, global warming and many more. Undoubtedly, the greed of human beings more than the quest to satisfy needs has been at the core of these problems which threaten the sustainability of earth’s ecosystems. For some years now, Environmental Education (EE) has been acknowledged and, consequently, employed as the vehicle to offset the impact of the challenges which continue to degrade Planet Earth. Hence, many levels of education, especially formal education; have been making some inroads towards empowering people to change their behaviour and help others through the integration of EE in learning and teaching activities. Unfortunately, the early childhood stage of human development has been neglected when it comes to education issues, in general (Calman and Tarr–Whelan 2005; Davis 1998), and in the context of this study, in issues concerning Environmental Education (Davis 2009). For example, Davis (2009) conducted a literature survey for the period 1996 – 2007 with a focus on environmental education/education for sustainability and childhood education and discovered that little research had been conducted in this area. Hence, she laments, “in general, early childhood education researchers have not engaged with environmental/sustainability issues, and environmental education researchers have not focused on very young children and educational settings” (Davis 2009: 229). Accordingly, this study was undertaken in response to Davis’s (2009) outcry and the realisation that, indeed, even in the context of South Africa, there is paucity of research in the areas identified by Davis (2009). The purpose of this qualitative–interpretive paradigm guided inquiry was to investigate the extent to which Environmental Education is integrated in Grade R teaching and learning activities at selected Early Childhood Development (ECD) Centres in the North West Province of South Africa. In order to gain in–depth information and multiple perspectives (Creswell 2007) on the subject of inquiry, the maximum variation strategy, a subtype of purposeful sampling (McMillan and Schumacher 1997) was used for case selection.Consequently, four Grade R offering ECD centres with diverse characteristics participated in this inquiry. From each of the selected centres, one Grade R classroom was selected for investigation. Likewise, the Grade R teachers whose classes were selected together with their principals participated in the investigation. Three data generation strategies were used in this inquiry, namely; participant observations, semi–structured interviews, and document and artefact analysis. And, in order to assign meaning to generated data, two data analysis strategies were utilized, namely; constant comparison (Leech and Onwuegbuzie 2007) and domain analysis (Neuman 2011). Evidence from this study suggests that, to a very limited extent, some Grade R teachers do integrate environmental issues in their activities. However, this infusion of EE is done, mainly, in the form of teaching about the environment with little or no teaching in/through and for the environment. Hence, viewed from Kopelke’s (2012) perspective, this integration of environmental issues can be considered to be environmental studies. Likewise, hindrances to the integration of EE in selected Grade R classes were identified. These included the following: classroom overcrowding, underfunding, inadequate teacher training and lack of resources. On the other hand, the following were some of the factors identified as enablers of EE infusion: collaboration among the Grade R teachers, well–designed Learning and Teaching Support Material (LTSM) and, enabling curriculum frameworks. The study makes the following recommendations, among other things: the prioritisation of Grade R teacher training and remuneration, on–going and meaningful professional support for Grade R teachers, adherence to the norms and standards for Grade R funding and empowerment of School Management Teams and Senior Education Specialists to adequately support the Grade R teachers. Additionally, studies of similar nature are recommended and the study is rounded off with some guidelines on the integration of EE in Grade R.
AFRIKAANSE OPSOMMING: Planeet Aarde word deur ontelbare probleme wat in die afgelope jare verhoog geteister. Hierdie probleme sluit in, onder andere, e–afval, vermindering van biodiversiteit, lugbesoedeling, aardverwarming en nog meer. Sonder twyfel word die gulsigheid van die mens liewer as die voorsiening van behoeftes as die kern van hierdie probleme, wat die volhoubaarheid van die aarde se ekosisteme bedreig, beskou. Vir ’n paar jaar word Omgewingsopvoeding (OO) erken en gevolglik gebruik om die effek van die voortdurende uitdagings om Planeet Aarde te degradeer en te neutraliseer. Gevolglik het baie vlakke van onderwys, veral formele onderwys; deur die integrasie van Omgewingsopvoeding in leer= en onderrigaktieiteite vordering t.o.v die bemagtiging van mense gemaak om sodoende hul gedrag te verander en ander mense in die proses te help. Ongelukkig word die vroeë kinderfasee van menslike ontwikkeling in die algemeen, verwaarlos waneer dit by onderwyskwessies kom (Calman en Tarr–Whelan 2005; Davis 1998), en veral in die konteks van hierdie studie, spesifiek die kwessies van Omgewingsopvoeding(Davis, 2009). Davis (2009) het ’n literatuuroorsig vir die tydperk 1996 – 2007 met die fokus op omgewings /opvoeding vir volhoubaarheid in kinderonderwys gedoen, en ontdek dat baie min navorsing in hierdie gebied gedoen is. Dus betreur sy die feit dat “in die algemeen navorsers in vroeë kinderonderwys nie die kwessies van volhoubaarheid aangeraak het nie en die navorsers in omgewingsopvoeding nie op baie jong kinders en hulle opvoedkundige kontekste gefokus het nie” (Davis 2009: 229). Gevolglik is hierdie studie onderneem in respons op Davis (2009) se verweer en ook die besef dat, inderdaad; selfs in die konteks van Suid–Afrika, daar ‘n gebrek aan navorsing in die areas wat deur Davis (2009) geidentifiseer is bestaan. Die doel van hierdie kwalitatiewe–interpretatiewe ondersoek is om die mate waarin omgewingsopvoeding, in Graad R–onderrig en leeraktiwiteite by Vroeëkindontwikkeling (VKO) sentrums in die Noordwes Provinsie van Suid–Afrika geintegeer is, te ondersoek. Ten einde, in–diepte inligting en veelvuldige perspektiewe (Creswell 2007) oor die onderwerp van ondersoek te verwerf, is die maksimum variasie–strategie (McMillan and Schumacher 1997), wat ‘n sub–kategorie van doelgerigte steekproewe is as keuse vir hierdie gevallestudie gebruik. Gevolglik is vier VKO–sentrums, met uiteenlopende kenmerke, wat Graad R aanbied by hierdie ondersoek betrek. Uit elke gekose sentrum is een Graad R–klaskamer vir ondersoek gekies. Terselfdetyd het die Graad R–onderwysers van die gekose klasse en hul skoolhoofde aan die ondersoek deelgeneem. Drie strategiee is gebruik om data in hierdie ondersoek te genereer naamlik; deelnemer–waarneming, semi–gestruktureerde onderhoude en die analise van dokumente en artefakte. Twee strategiee is gebruik om data te analiseer en betekenis daaraan te gee, naamlik; konstant–vergelykings (Leech and Onwuegbuzie 2007) en domein– analise (Neuman 2011). Bewyse uit hierdie studie dui daarop dat, sekere Graad R–onderwysers tot ’n baie beperkte mate, omgewingskwessies in hul aktiwiteite integreer. Hierdie integrasie van omgewingsopvoeding sluit hoofsaaklik onderrig oor die omgewing in met min of geen onderrig of/deur en vir die omgewing. Dus, vanuit Kopelke (2012) se perspektief, kan hierdie integrasie van omgewings–kwessies in aanmerking geneem word by omgewingsstudies. Daarbenewens is ook, hindernisse tot die integrasie van OO in gekoste Graad R–klase identifiseer. Dit sluit die volgende in: oorbevolkte klaskamers, swakbefondsing, onvoldoende opleiding van onderwysers en ’n gebrek aan hulpbronne. Andersyds is die volgende faktore identifiseer as geleenthede wat die integrasie van OO kan bevorder: samewerking tussen die Graad R–onderwysers, goed ontwerpte Leer en Onderrig Ondersteuning Materiaal (LOOM) en bemagtigende kurrikulumraamwerke. Die studie maak onder andere die volgende aanbevelings: die prioritisering van Graad R–onderwyser- opleiding, deurlopende en betekenisvolle professionele ondersteuning aan Graad R–onderwysers, voldoening aan die norme en standaarde vir Graad R–befondsing, en die bemagtiging van Skoolbestuurspanne en Senior Onderwys–spesialiste tot die effektiewe ondersteuning van Graad R–onderwysers. Daarbenewens word, studies van soortgelyke aard aanbeveel en word die studie met ’n paar riglyne oor die integrasie van OO in Graad R afgerond.
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Kwan, Celina Khuan Dai. "The effects of environmental variations in day care centres in the development of young children in Singapore." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10006600/.
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The purpose of this study was to investigate the effects of variations in the day care environment on linguistic and social-emotional development of pre-school children in Singapore after home background has been taken into account. This study examined differences in the environment of 16 day care centres. Characteristics of the environment were assessed by the Early Childhood Environment Rating Scale, ECERS (Harms & Clifford, 1980) and the Target Child Method of Observation, TCM (Sylva, Roy & Painter, 1980). The ECERS measured the physical and programmatic features of day care centres and produced a total 'quality' score and seven subscale scores. These consisted of assessments of personal care and routines, furnishing and display, language-reasoning experiences, fine and gross motor activities, creative activities, social development and adult needs provided in day care centres. This rating scale was validated in Singapore and discriminant validity was established. Reliability was also obtained before proceeding with the assessment of the day care environments. The TCM investigated the interactive features of day care centres and consisted of typical activities and social interactions experienced by children. Inter-observer reliability was established and child behaviours were systematically observed and coded for 12,800 thirty-second intervals. Day care effects were investigated by assessing children at two time points. A pre-test,consisting of linguistic and social-emotional assessments, was conducted on 122 pre-school aged children at the beginning of the year and a post-test administered towards the end of the year. Data analysis was conducted by regressing these outcomes on the ECERS measure of the day care environment. T-test analyses were also conducted to investigate differences in typical child behaviours (as nasured by the TCM) between 'high' progress centres and 'low' progress centres. Child characteristics and home background variables were included in the analyses to control for possible confounding of the effects of the day care environment on children's outcomes. This study found that total centre 'quality' and specific subscales on the ECERS were related to some aspects of linguistic and social emotional development of children. Results also suggested that certain child activities and social interaction were associated with higher progress in language development.
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Thoka, Boitumelo. "Policy and regulation as enablers for early childhood development centres in townships and informal settlements." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/75279.
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South Africa’s integrated policy on early childhood development makes provision for access to and delivery of equitable services to all children in South Africa. In his 2019 State of the Nation Address, President Cyril Ramaphosa emphasised the importance of early childhood development (ECD) in the development of South Africa’s human capital. ECD centres in South Africa are faced with various financial and human resources challenges preventing them from registering with the Department of Social Development and accessing the per-child subsidy. Regulations governing ECD centres have been found to be lacking in support of social entrepreneurs operating in resources deprived areas such as informal settlements and townships, areas challenged by poverty and unemployment. Policies and regulations that cater to the social entrepreneurial context of operations have been found to be effective in addressing challenges related to the provisioning of social entrepreneurship related services. This study contributes to literature with respect to challenges facing ECD centres in informal settlements and townships and the literature on how government can use policy and regulation to remedy for challenges experienced by ECD centres operating in informal settlements and townships.Mini Dissertation (MBA)--University of Pretoria, 2020.
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
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Sikobi, Thembeka. "Monitoring and evaluation practice to discern meaningful change in community-based early childhood development centres." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/28943.
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After 23 years of democracy South Africa still faces poor education quality, a class-based education system and poor academic performance. These issues are exacerbated by South Africa’s apartheid history and perpetual inequality. Access to quality Early Childhood Education (ECD) is recognised as a solution that can improve education outcomes and overcome poverty and inequality in the country. However, challenges remain in the effective implementation of ECD programmes. This study seeks to investigate the quality of ECD centres in rural communities in order to gain a deeper understanding of the context in which they operate and be in a better position to inform public funding policies and investment decisions. The main research question asks how the quality of ECD that is delivered through community-based ECD centres can be improved either through the use of public funding other funding sources? Approaches to monitoring and evaluation (M&E) and impact considerations are examined in community settings. From this, theoretical and practical lessons are drawn to form the basis for analysis of the research findings. The study adopts a predominantly qualitative approach using interviews with parents and teachers, as well as observations and questionnaires. A total of 40 ECD centres were surveyed and 21 interviews conducted in KwaZulu-Natal (KZN) province in South Africa. The study areas are three rural communities, namely Vulamehlo, Izingolweni and Msinga. Based on quality definitions explored in this dissertation, the study finds that the need to improve the quality of ECD service delivery remains pertinent and that there is a gap in parental ECD knowledge and practice.
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Dube, Primrose Sikhanyiso. "An exploratory study of parent involvement in early childhood development centres in Masiphumelele, Cape Town." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20071.
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This study explored parent involvement in Early Childhood Development (ECD) centres in Masiphumelele, Cape Town. The researcher aimed to gain an understanding of the following; how parents are involved in Early Childhood Development centres, factors that enhance parent involvement in ECD centres, factors that hinder parent involvement in ECD centres and challenges faced by parents in getting involved in ECD centres. This research study adopted a qualitative, exploratory approach using a semi-structured interview schedule. The researcher used non-probability, purposive sampling to select the participants. Nineteen participants were interviewed using an interview schedule as a guide. The data collected was analyzed using Tesch's (1990) method of analysis. The research findings revealed that even though there are parents who participate in activities taking place at ECD centres, there is still lack of parent involvement in ECD centres. The thesis affirms that unity among parents, take-home activities, hosting general parent meetings, effective communication between parents and ECD staff especially teachers, parent days, hosting parent workshops, adopting a positive attitude towards parents, parent class visits and adequate physical space are factors that enhance parent involvement in ECD centres. Evidence from the research study show that lack of time, single parenthood, lack of interest, lack of education, poverty and unemployment are factors that inhibit parent involvement in ECD centres. According to the research findings, challenges that parents face in getting involved are; coping, trust issues, participation in education activities, provision of basic needs and payment of ECD centre fees. The study recommends that ECD centres should initiate parent involvement programmes so that parents gain skills and self-confidence. Parents are then more likely to be involved in their children's education.
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Krassa, Penelope. "An analysis of the feasibility of transferring the English Early Excellence Centres (EEC) Programme to early childhood settings in Greece." Thesis, Coventry University, 2003. http://eprints.worc.ac.uk/292/.
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Worldwide, accumulating evidence indicates an international movement within countries towards the development of integrated early childhood education and care services (OECD, 2001). Not only do demographic trends underscore such a demand, but also extensive research documents the cognitive, social and emotional developmental benefits of high quality integrated provision in early childhood while at the same time contributing to countries’ ability to compete in a global economy (Eming-Young, 2002). This thesis is concerned with an analysis of the feasibility of transferring the English Early Excellence Centres (EEC) Programme to early childhood settings in Greece. The EEC Programme was introduced by the English Government in 1997 to develop and promote models of high quality integrated education and care services for young children and families as an important part of Government’s broad based strategy for increasing opportunities, supporting families, reducing social exclusion, increasing the health of the nation and addressing child poverty. Case studies were constructed at three Early Excellence Centres (EECs) in England - and two key policy makers involved in the programme were also interviewed. The analysis of the interviews, questionnaires and documents collected during the research in England provided useful insights into the development of integrated services at practice and policy level, along with the successes and challenges encountered during the process of change. Further exploratory case study research took place in Greece to examine whether there is the potential and desire to move towards integration. The theory of a ‘tipping point’ (Gladwell, 2000) provided some profoundly suggestive arguments and insights to analyse the processes by which the English EEC Programme developed at policy level, and how it ‘crossed a threshold’, tipped and spread nationally and internationally. In addition, this theory offered a practical thinking tool for constructing a strategy towards integration in Greece. Analysis revealed that a change process towards integration is not easy to manage; is most productively seen as a social process that gradually unfolds over time; and which acknowledges the socio-economic, political and cultural context of each country. This research indicates that keeping our focus on the development of integration at ground level could be an effective starting point in Greece, -but the development and delivery of integrated services also needs local and central support. A strategy towards establishing integrated service provision in Greece needs to explore what already exists and start building on that; to support personal and professional development; to value the participation of parents; to promote research; and to influence policy. This thesis wishes to stimulate debate, to contribute to the limited Greek literature in the area of integrated early childhood services and to be of interest to policy makers and advocates who have the capacity to shape the direction of the early childhood system in Greece.
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Keir, Charlene (Ying-Ling). "Practices of early childhood development (ECD) practitioners for children from three to five years: a case of three early childhood development centres in the Buffalo City Municipality." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016269.
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This study investigates practices of early childhood development (ECD) practitioners for children from three to five years in three ECD centres situated within the municipal boundaries of Buffalo City, East London. It does so by posing the following questions: What are the practices of ECD practitioners for children from three to five years in developing learners’ oral language and physical intelligence. This study, using a qualitative approach and Qualitative methods for data collection were used, that is semi-structured interviews and classroom observations. The findings reveal that for oral language development, storytelling and children sharing news seemed to be the most used practices. However, the practitioners in this study seemed to severely lack understanding of their selected practices. Practices for developing children’s physical intelligence included free play, which was unsupervised. Practitioners seemed not to have an understanding of constructive play which is very important for the development of learners’ physical intelligence. One of the factors reported to be the cause of the poor quality of their practices was the critical shortage of funding for practitioners’ professional training. Moreover, shortage of funds also contributed to poor and inappropriate infrastructure and a lack of resources and teaching aids. This study, therefore, recommends that the quality of ECD programmes could be one of the prime contributors to the quality and effectiveness of ECD provisioning.
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Di, Francesco Nathalie. "Early Childhood Educators' Knowledge of Developmental Milestones (KDM) and Appropriate Play Materials (KPM) in Relation to their Developmentally Appropriate Practices (DAP) in Child Care Centres in Quebec." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19959.
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The quality of early childhood education and care programs greatly impacts children’s development and well being. The classroom environment, program content and approach and early childhood educators’ characteristics are some of the elements that influence quality and thus have effects on young children’s development. Past research has indicated that early childhood education and care programs in Quebec have received on average low/minimal or mediocre ratings of quality and were also found to lack developmentally appropriate play materials (Drouin, Bigras, Fournier, Desrosiers, & Bernard, 2004; Goelman et al., 2006; Japel, Tremblay, & Cote, 2005).
The present study set out to explore elements that may influence the quality of child care classrooms in the province of Quebec. Early childhood educators’ knowledge and developmentally appropriate practice (DAP) were examined to determine the relationship between these elements. Early childhood educators’ knowledge of developmental milestones (KDM) and knowledge of appropriate play materials (KPM) were found to be weak but educators reported strong developmentally appropriate beliefs (BDAP) and practices (PDAP).
Results demonstrated positive correlations between early childhood educators’ declarative knowledge of developmental milestones (KDM), knowledge of appropriate play materials (KPM) and their beliefs and practices of developmentally appropriate practice (BDAP and PDAP). Educators’ levels of declarative KDM were positively correlated with their level of declarative KPM. In addition, educators’ BDAP was positively correlated with their level of declarative KPM, but their reported DAP was not linked to their level of KDM. Implications for the field of ECEC as well as early childhood education programs in CEGEPs and Universities in Quebec and across Canada are discussed in light of the study’s findings and limitations.
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Schofield, Anne. "Teacher and peer support of lone speakers of home languages other than English attending early childhood centres." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/6768.
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This study investigated the English language learning experiences of 12 children who were lone speakers of home languages other than English attending three English medium early childhood centres [ECCs] with different philosophies, programmes, and practices: a sessional kindergarten, and two all day care centres. The study focused on the interpersonal environments of the centres; specifically the participants 'interactions with teachers and peers, and how these were influenced by differences in aspects of the centres' temporal environments including the organisation and nature of free play activities, mat times, and lunch times. The longitudinal, mixed method design of the study incorporated observations, teacher and parental questionnaires, and the British Picture Vocabulary Scale [BPVS], a measure of the participants' receptive English language progress. Six observations of each participant over a nine month period provided a series of snap shots of the participants' productive language and language acquisition opportunities at the centres. Audio recordings and observer field notes provided data on the frequency and nature of
interactions between the participants and their teachers and peers. The results showed that the participants at the sessional kindergarten participated in a greater frequency of extended reciprocal interactions with their teachers and more frequent interactions with peers than the participants at the day care centres. These
interactions appeared to provide the kindergarten participants with more English language acquisition opportunities. Moreover, the kindergarten participants made greater progress on average, in receptive English language acquisition as shown by the BPVS results, and demonstrated greater English productive language abilities than the day care participants. The study findings suggest that differences in early childhood centres 'temporal environments influence the centres' interpersonal environments, and thus the English as a second language learners' English language acquisition opportunities. This thesis makes some tentative recommendations for practice and policy to help teachers to provide more optimal English language acquisition support for lone speakers of home languages other than English acquiring English at ECCs.
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Van, Heerden Judith Cornelia (Judy). "Understanding beneficiaries’ experiences of quality in early learning centres." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/28338.
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Additional information available on a CD stored at the Merensky Library.The purpose of this study was to explore the concept of quality in early learning centres which could serve as the groundwork for the development of an early learning quality assurance framework in South Africa. The data used reflects different beneficiaries‘ experiences of quality in early learning centres. The unique contexts of, and situations at early learning centres were considered. A theoretical framework, based on Woodhead‘s model on quality development, informed the study. The framework consists of input (structural), process and outcome quality indicators. In this explanatory instrumental case study framed within social constructionism, the researcher partnered with 235 teachers, 235 mothers and 235 teacher students from a middle income group, to generate mixed method data using surveys, as well as interviews and reflective journals in a statistical and thematical analysis. Beneficiaries‘ conceptualisations of quality mirrored accepted norms of quality in early learning centres. Beneficiaries indicated the following as indicative of quality: children‘s social-emotional well-being and holistic development, a normative foundation for values and respect, effective infrastructure and accountable learning. Aspects regarded as quality indicators by beneficiaries were available at early learning centres. In this regard early learning centres provided more indoor than outdoor facilities. The latter were mostly static outdoor structures which could negatively impact on sensory- and motor development. The promovenda developed a draft quality assurance framework based on the following criteria: school climate, infrastructure, curriculum, communication, teacher competence, learning environment, and support services. The findings show that aspects perceived by beneficiaries as quality indicators in an early learning centre are predominantly process indicators and hard to ‗measure‘ in a quantitative way. A quality school climate enables emotional and social well-being. In this regard, the findings suggest that for the beneficiaries quality concerns were not about that which early learning centres have provided in terms of facilities (input indicators), but rather about centres that promote children‘s holistic well-being.Thesis (PhD)--University of Pretoria, 2012.
Educational Psychology
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Sixhaso, Linda Patience. "Evaluating the progress towards the implementation of the National Development Plan with specific reference to early childhood development: The case of early childhood development centres in Site-B Khayelitsha 2012-2018." University of the Western Cape, 2018. http://hdl.handle.net/11394/6693.
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Masters in Public Administration - MPAThe historic social and economic inequalities had a negative impact on majority of young children in South Africa. This dates back to post-apartheid era where the development of young children. of some previously disadvantaged communities, has been weakened by inadequate access to health care, quality education, social service and quality nutrition. The present study evaluated the progress made on the implementation of the National Development Plan (NDP) 2030 using a case study of Early Childhood Development (ECO) centres in Site-B Township based in Khayelitsha. To support the notion of "leaving no one behind and universal access to education", the study used a Humanistic Approach Theory Framework and Human Capital Approach to determine the current status of the formalisation of the ECD centres, infrastructure and equipment, basic service delivery as well as safety at the ECD centres in Site-B. The study adopted a qualitative research design using a semi structured face-to-face interview schedules with respondents. Purposive sampling was applied to select the critical case perceived useful for the study. It comprised of 20 respondents, all principals or owners of the selected ECD centres. ECD centres were selected from the database obtained from the Department of Social Development (DSD) and the Department of Basic Education (DBE). From the samples, the study revealed that even though a lot has been done by different stakeholders to support Early Childhood Development, learning centres located in historically disadvantaged areas such as Site-B still face a number of challenges. Key among them are: challenges to comply with the registration process and lack of trained and skilled teachers; inadequate funding to meet compliance standards; insufficient infrastructure and educational equipment and lack of support for ECO safety and security measures and health related emergencies.
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Gil, Márcia de Oliveira Gomes. "O Perfil do Professor de Educação Infantil da cidade do Rio de Janeiro." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=8718.
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A presente pesquisa tem por objetivo investigar e desenhar o perfil dos professores de Educação Infantil do município do Rio de Janeiro, que trabalham em turmas de creche e são oriundos do primeiro concurso realizado para o cargo. Para tanto, as políticas públicas nacionais e regionais foram analisadas à luz do referencial do Ciclo de Políticas, de Ball e Bowe (1992 - 1994). Foram observados os diferentes contextos que culminaram com a criação do cargo de Professor de Educação Infantil (2010) na busca de elementos que ajudam a conhecer o quadro funcional dos profissionais que atuam na Educação Infantil, mais especificamente nas creches cariocas. Apresentamos um breve levantamento dos dados sobre a cidade do Rio de Janeiro, em especial, o lugar que ocupa a Educação Infantil no sistema de ensino carioca. A pesquisa adota uma metodologia qualitativa-quantitativa (quali-quanti). Foi utilizado um questionário digital (plataforma Google Docs) com questões referentes aos aspectos funcionais e formativos do professor. O questionário foi enviado digitalmente às creches para que fosse disponibilizado aos professores de educação infantil nelas lotados. Foram realizados dois grupos focais com professores que responderam ao instrumento digital e aceitaram o convite para participação na modalidade presencial da pesquisa. As questões apresentadas nos Grupos Focais buscaram qualificar os dados produzidos no questionário. As análises qualitativas apoiaram-se na perspectiva teórica de Lev Vigotski e entendem os sujeitos sócio-históricos, imersos em contextos específicos de desenvolvimento e em processo contínuo de transformação. A análise quantitativa apresentou dados relativos à idade, sexo, grupamentos de atuação e experiência profissional. A qualitativa ampliou a discussão sobre a formação inicial e continuada dos PEI e o processo de construção da identidade profissional por eles vivido, dando destaque às situações de conflitos existentes nos ambientes de trabalho (creche e EDI). O perfil produzido revela que o cargo é ocupado por professoras, com idade média de 37 anos, graduadas e que atuam prioritariamente em turmas de maternal. O acesso aos dados produzidos por esta pesquisa pode auxiliar a formulação de políticas públicas que busquem o desenvolvimento das crianças cariocas matriculadas nas creches, a partir do investimento em profissionais especificamente formados para lidar com os desafios do trabalho com as crianças pequenasThis research aims to investigate and draw the profile of the early childhood educators in the municipality of Rio de Janeiro, working in public day care centres, in particular those nominated from the first public recruitment exam held for this position. For this purpose, national and regional policies were analysed in light of the Policy Cycle approach by Ball and Bowe (1992-1994). Different contexts that led to the creation of the position of Early Childhood Educator (2010) were observed in search of elements to help understand the workforce of professionals in Early Childhood Education, more specifically in Rio public day care centres. We present a brief survey of data about Rio de Janeiro city, in particular, the place of Early Childhood in the Rio Education System. The research adopts a qualitative- quantitative methodology (quali- quanti). A digital questionnaire was used (Google Docs platform) with questions regarding functional aspects and the training of the educator. The questionnaire was sent digitally to the day care centres where the educators could access it. There were two focus groups with educators who responded to the digital questionnaire and accepted the invitation to participate in the research in-person. The questions in the focus groups sought to qualify the data generated by the questionnaire. Qualitative analyses are based on the theoretical perspective of Lev Vygotsky and encompasses the socio-historical subjects, immersed in specific contexts of development and continuous process of transformation. The quantitative analysis presented data on age, gender, work clusters and professional experience. The qualitative analysis expanded the discussion to initial and continuous training of the Early Childhood Educator and the construction of its professional identity, giving prominence to conflict situations existing in the workplace. The profile output reveals that the position is occupied by teachers, with an average age of 37, graduated and working mainly in classes with children aged 18 months to 3 and a half i.e. the older ones of Early Childhood. Access to the data produced by this research can help formulate public policies that seek the development of children enrolled in public day care centres in Rio de Janeiro, through investing in professionals specifically trained to deal with the challenges of working with small children
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Ross, Jetara. "Exploring Early Childhood Development Practitioners’ Perceptions of the Implementation of Norms and Standards in Educare Centres in Blouberg." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30862.
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This study explores the perceptions, experiences and challenges that Early Childhood Development (ECD) practitioners in ECD centres in Blouberg have with implementing the norms and standards for both partial care facilities and learning programmes as regulated by the Children’s Amendment Act 41 of 2007. ECD refers to the developmental, physical, mental, spiritual, emotional and social processes in children from birth until at least nine years of age (Department of Education [DOE], 2001). Since ECD centres are at the frontline of providing a range of ECD services paramount to the development of children, the way in which ECD practitioners understand, experience and operate under the influence of legislation and policies needs to be researched to improve service delivery and develop effective models of practice. The study targeted ECD centres in the Blouberg region of the Western Cape where 20 ECD practitioners belonging to 18 ECD centres were interviewed. An exploratory qualitative research design and a non-probability sampling approach making use of both purposive and snowball sampling techniques, were used to select the participants. The main findings emanating from the study were that: most ECD practitioners perceived that the norms and standards for ECD facilities promote the safety and protection of their service recipients; the implementation of norms and standards, however, were not effectively monitored; they were extremely costly to implement; practitioners did not have sufficient time in the day to implement them; that adhering to norms and standards for ECD learning programmes enhanced the development of the child and cultivated diversity; continuous changes in the curriculum posed various challenges to how effective learning programmes were monitored; norms and standards for learning programmes did not adequately account for children with disabilities; factors such as the long and difficult registration and re-registration processes, as well as the local economy and external financial environment made implementing norms and standards challenging; ECD practitioners in smaller, privately run centres experienced a lack of support from government; and that ECD practitioners were supported by various structures such as the Blouberg ECD Forum, the Department of Health, the Fire and Rescue Services as well as the local community that consisted of parents, businesses and professionals. The main recommendations emanating from the study include: providing tax incentives to private sectors supporting ECD centres; increasing the capacity, responsibility and authority of local ECD Forums; improving the Department of Social Development’s (DSD) reporting and investigating processes by partnering with the Department of Health (DOH), extending the current national school feeding scheme to include ECD centres; providing a once off registration/re-registration grant to NPO’s and smaller privately run ECD centres based on a means test; increasing support and introducing an increased grant to ECD centres catering for children with disabilities; promoting partnerships with professionals in the private sector to promote disability screening campaigns and education; to provide ECD centres with specific curricula so that they are able to cater for children with disabilities; rewarding positive parent-practitioner partnerships; and promoting parent involvement practices from a policy and legislation point of view. Recommendations relating to the research process specifically include expanding on the sample of participants to include privately run ECD centres as well as NPO’s.
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Mitchell, Miriam F. "Parental perceptions of health and child health needs in Early Childhood Care & Development Centres in Amatole District, Eastern Cape, South Africa." University of the Western Cape, 2011. http://hdl.handle.net/11394/5374.
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Master of Public Health - MPHBackground: Parental perceptions of health and child health needs have not been explored within Early Childhood Care and Development (ECCD) centres in the Eastern Cape of South Africa. Although the relationship between social, economic and environmental conditions and health status has been well documented in the literature, it is unknown whether parents of children attending rural ECCD centres, share this understanding. Children have the right to a healthy environment. Many children in rural Eastern Cape live in environments that present challenges in regards to water and sanitation, food security and safety. ECCD centres are the daily environment for the attending pre-school children and have a role to play in promoting child health. In order to develop effective, sustainable health promotion initiatives in ECCD centres a baseline recording was needed of the parental understanding of health, their children’s health needs and perceived solutions. Study Design: This study was an exploratory study, which used qualitative research methods to describe the parents’ perceptions of health and health needs of their children in ECCD centres in Amathole District, South Africa. Data Collection: Focus group discussions were the data collection method used to record the parental perceptions of health and child health needs. Because there was limited parental involvement in the ECCD centres, it was hoped that the focus groups would be a suitable method to generate more community involvement. Four focus groups were conducted using a semi-structured. The researcher facilitated the focus group discussions with the assistance of an isiXhosa speaking research assistant. The voice recordings of the discussions were professionally translated and transcribed for analysis. Analysis of Results: Content analysis of the transcriptions revealed a thick description of parental perceptions of health and child health needs. Participants saw health in holistic terms and identified a complex inter-relationship of various social determinants of health, consistent with Dahlgren and Whitehead's determinants of health model. Parents were aware of the absence of many of these determinants of health and the challenges to child health that this brought. The child health needs perceived by parents were related to nutrition, hygiene, social interaction, safety and protection from disease. Five recurring themes emerged as a result of this study, including individual lifestyle factors, social interaction, environmental challenges to health, safety and lastly poverty. The ECCD centres were considered a resource for child health and suggestions were given as to how to strengthen the ECCD centres' role in further promoting health. Conclusion: The participants' broad definition of health and depth of understanding regarding the determinants of health, allows for a range of stakeholders to be involved in the promotion of health in the ECCD centres. The majority of the perceived challenges to health existed in the living conditions of the children and families. The Health Promoting Schools (HPS) framework could enhance the current work of the Eco-Schools Programme in the ECCD centres.
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September, Shiron Jade. "A comparative study of the relationship between knowledge of child development and parenting styles in high and low socio-economic groups of parents in early childhood development centres." U, 2014. http://hdl.handle.net/11394/4197.
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Magister Artium (Social Work) - MA(SW)Early childhood development has been recognised to be the most important contributor to long-term social and emotional development. Whatever occurs in a child‘s life in the early years may be an indicator of the child‘s developmental trajectory and life-course. Therefore positive parenting is paramount to foster quality parent-child interaction. However, previous research shows that for parents to adopt a positive parenting style, some degree of parental knowledge is required. The aim of this study was to compare the relationship between knowledge of child development and parenting styles in low and high socio-economic groups of parents in early childhood development centres. The study used a mixed methods approach with a two-phased sequential exploratory design. A systematic review was conducted in phase 1 followed by a quantitative study for phase 2. The sample consisted of N = 140 parents with children between 2-5 years old from low and high socio-economic groups. The participants completed the Knowledge of Infant Development Inventory (KIDI-P) and Parenting Styles Dimension Questionnaire (PSDQ). Descriptive statistics and Pearson correlation were used to analyze the data. Findings of the study show that the authoritative parenting style is the prevalent parenting style in both low and high socio-economic groups. Furthermore the results indicate that parents are fairly knowledgeable across all subscales for both the low and high socio-economic group with a significant difference in degree of knowledge with the high socio-economic group being more knowledgeable than the low socio-economic group. The findings also show that there in no correlation between knowledge of child development and authoritative parenting styles. However correlations do exist between the other variables.
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McLaren, Stuart Joseph. "Noise in early childhood education centres: the effects on the children and their teachers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Wellington, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/977.
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Although the effects of noise on children’s learning in school classrooms is well documented, there is very little on the effects of noise on preschool children. There are strict legal requirements for the daily noise exposure an adult worker can received in the workplace but nothing to control the noise children can receive in school and early education. There is also little or no data on how sound affects a child, compared to an adult. The early years of life are critical for the development of speech, hearing and auditory processes, as well as being the most vulnerable time for middle ear infections. This work sets out to determine the typical noise levels in early childhood centres and the effects on a range of children and their teachers. Reverberation times in most centres were found to well exceed the 0.6 seconds prescribed by the Australasian standard for schools and learning spaces. Very high levels of noise were recorded in a number of centres with a significant number of children and staff members, exceeding the maximum daily sound exposure of 100% permitted for workers in industry. A range of special needs children were identified as being particularly at-risk to noise, with the most adverse outcomes reported for those experiencing sensory integration disorder. Yet, even though high levels of noise were recorded, the majority of respondents in a survey of teachers rated the lack of sufficient space for the number of children present as the main issue, and inclement weather as the greatest environmental condition contributing to noise (by confining children indoors, especially over long periods of time). Hearing tests on the children were not permitted under the strict human ethics criteria to which this study had to conform, but simple hearing tests on a small group of teachers, revealed that hearing loss could be a serious occupational health issue. The legal issues of noise control and management in early childhood education have been addressed in this thesis, current legal frameworks reviewed, and recommendations presented for future consideration.
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Evanshen, Pamela. "Quality Learning Centers." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/4399.
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Evanshen, Pamela. "Creative Discovery Room: Quality Learning Centers." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4396.
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Evanshen, Pamela. "Creative Discovery Room: Quality Learning Centers." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4389.
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Evanshen, Pamela. "Creative Discovery Room: Quality Learning Centers." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4394.
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Evanshen, Pamela. "Creative Discovery Room: Quality Learning Centers." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4384.
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Evanshen, Pamela. "Creative Discovery Room: Quality Learning Centers." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4386.
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Evanshen, Pamela. "Creative Discovery Room: Quality Learning Centers." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4391.
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Ncube, Gugulethu. "Perceptions of Early Childhood Development practitioners regarding professionalisation." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65451.
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Utilising a case study design in the Gauteng Province of South Africa, this study explores the perceptions of ECD practitioners regarding the professionalisation of the ECD sector. With a purposive sample of fifteen ECD practitioners teaching children aged between birth and four years this study sought to find out what is exactly happening in the sector regarding the birth of the new qualification for ECD teachers in the South African education system; which attempts to standardise a B.Ed. curriculum for new teachers in the ECD sector. Adopting the Uncertainty Reduction Theory (URT) as a lens, the study revealed that the Government and the Non-Governmental Organisations (NGOs) were not giving adequate support to the sector while parents viewed ECD centres as places of play and sleep rather than educational. The study concludes that the ECD sector is indispensable for the South African Education system to perform on par with other world countries and recommends that everyone; not only government; should come to the party to fix this challenge of the education system.Dissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
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Lee, Il-Rang. "A comparative study of parental perceptions in the United States and Korea focusing on university early childhood education and child care centers." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006leei.pdf.
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Sharp, L. Kathryn, and Ruth Facun-Granadozo. "Easy and Effective Literacy Centers on a Dime." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4275.
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Oberholster, Jason. "Child-centred Communities : Architectural Intervention as Catalyst for Early Childhood Development." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/63653.
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Early childhood development (ECD) is a critical stage of development that forms the foundation for the future welfare and edification of children (UNICEF 2017:1). A key principle in this development is the notion that everything which surrounds the child, both visible and invisible, has an impact on the child (Cook & Cook 2009; Steiner Waldorf Education 2014).
In this dissertation the impact of the architectural environment on early childhood development is addressed, bringing together the fields of pedagogy and architecture. The research determined the development of a set of design principles and guidelines that acts as a catalyst to generate architectural design solutions that can improve early childhood development, allowing children to engage in their spatial environments through active play and everyday use. Therefore, their early childhood development is enhanced as a result of reconfigured experiential built environments and spatial arrangements, where the environment acts as a third teacher and gives a heightened role to architecture as a medium for child development.Vroeë kinderontwikkeling is ‘n kritieke stadium van ontwikkeling wat die fondament vir die toekomstige welsyn en opbou van ‘n kind vorm. ‘n Sleutelbeginsel in hierdie ontwikkeling is die begrip dat alles wat ‘n kind omring, beide sigbaar en onsigbaar, ‘n inslag op die kind het (Cook & Cook 2009; Steiner Waldorf Education 2014). In hierdie dissertasie word die inslag van die argitektoniese omgewing op vroeë kinderontwikkeling aangespreek, en sodoende word die velde van pedagogie en argitektuur saamgevoeg. Die navorsing het die ontwerp van ‘n stel ontwerpbesginsels en riglyne bepaal wast as katalisators optree om argitektoniese ontwerpoplossings te genereer. Hierdie oplossings kan vroeë kinderontwikkeling verbeter, en kinders toelaat om deur middel van aktiewe spel en alledaagse gebruik by hul ruimtelike omgewings betrokke te raak. So word hulle vroeë kinderontwikkeling versterk deur middel van ‘n hersaamgestelde proefondervindelike bou-omgewing en ruimtelike ordening, waarin die omgewing as ‘n derde onderwyser funksioneer, en ‘n verhoogde rol aan argitektuur as medium vir kinderontwikkeling toegeken word.
Mini Dissertation MArch(Prof)--University of Pretoria, 2018.
Architecture
MArch (Prof)
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Tekmen, Belkis. "A Study On The Structural And Process Quality Of Earlychildhood Education And Care Centers In Ankara." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606439/index.pdf.
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Due to the recognition of the significance of early childhood years worldwide there has been a dramatic increase in the number of early childhood education programs in Turkey. However, the increase in the quantity of such programs bring the question of quality. in this study the structural and process quality of earlychildhood education and care centers in Ankara is investigated and compared depending on the institutions thay are affiliated to. The data for this study is gathered through a combination of quantitative and qualitative methods.
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Stuart, Shirley Eleanor. "Quality of naps in infants across home and early childhood education centre settings." Thesis, University of Canterbury. Health Sciences Centre, 2011. http://hdl.handle.net/10092/6235.
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Limited research has been done on naps, particularly in early childhood education centres (ECECs). The present study followed a study by Torok (2009) with sleep-disturbed infants in ECECs. The objective of the current study was to examine the quality of naps in infants described as “typical sleepers” across two settings: the home and the early childhood education centre (ECEC). Two males and two females, ranging in age from 15- to 17-months contributed to four case studies. These were: i) an infant transitioning to the ECEC; ii) and iii) infants described as “settled” in an ECEC; and iv) an infant reported to have sleeping difficulties at home after the occurrence of a major earthquake. Observations from digital recordings were coded to determine sleep states and patterns. The findings across each case study were: i) naps varied in both settings during the infant’s transition to an ECEC but settled in both settings once the infant was “settled” at the ECEC; ii) naps tended to be consistent across both settings in the “typical sleepers” who were settled at the ECEC; and iii) naps at home were varied in the infant reported to have reacted to the earthquake while her naps at the ECEC were consistent. Overall findings suggested that total nap periods tended to be longer at home, sleep efficiency tended to be higher at the ECEC, and that participants tended to engage in more active sleep than quiet sleep. Caregiver presence was a major difference between the home and ECEC setting. This study demonstrated differences and similarities across both settings with infants described as “typical sleepers”. This is an important area due to the increasing number of infants attending ECECs (Statistics NZ, 2010). Several directions for future research have been presented.
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Sanders, Mary Elizabeth. "The Influence of National Standards for Early Childhood Programs on Selected Rural Settings of the Education Service Centers in East Texas." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2502/.
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This study addressed the current status of early childhood curriculum design and implementation in the Texas Education Service Centers Seven and Eight. No Previous research about the characteristics of the preschool programs had been completed in those areas. This research established if preschool programs were receiving priority status in East Texas. The results yielded evidence regarding the characteristics of administrators, teachers, curriculum implementation, plus parent and community involvement. The information also provided insight regarding short-term and longitudinal effects on children who have attended preschool programs.
Data were collected from a search of educational literature, regional service preschool directors, administrators, and teachers. The procedure used in designing the survey and interview documents was Michael Scriven's goal-free strategy. The main sources for the questions were the National Association for the Education of Young Children and Head Start. The study first directs attention to the common characteristics of national programs/standards, then discusses the level of implementation in local rural prekindergartens.
The fifteen open-ended interviews yielded concise information relevant to the population of students served and administrative beliefs on current practices. Surveys were sent to a total of all preschool administrators in the Education Service Center Regions of Seven and Eight. A 51 percent response rate was received. The results of the analysis demonstrated the direction current administrators hope early childhood will take in the areas of 1) developmentally-centered curriculum, 2) parental and community input, and 3) professional development. The administrators' commitments and focal points were correlated with the national standards. Recommendations are made that should result in an overall increase of successful prekindergarten and high school graduates.
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Fischer, Evelin. "Occupation as means and ends in early childhood intervention – A scoping review." Thesis, Högskolan i Jönköping, Hälsohögskolan, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45634.
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Background: Occupational therapy (OT) plays an important role in providing early childhood interventions for children with developmental delay. While paediatric OT has long been guided by developmental principles, occupation-centred interventions have been promoted during the last decades, but no unifying definition exists about the core features. Aims/Objectives: The aim of this paper is to (a) identify and describe how occupation-based and occupation-focused interventions are demonstrated in paediatric occupational therapy for infants and young children with developmental delay, (b) identify which outcomes these interventions address and (c) analyse which outcome measures are used. Material and Methods: Eight databases and 15 OT journals were searched. Included studies were peer-reviewed primary sources published in English since 1999, selected based on the terminology proposed by Fisher (2013). Nineteen papers met inclusion criteria. Results: Eight occupation-based, two occupation-focused and nine occupation-based and occupation-focused interventions were identified. Outcomes related mainly to occupational and play skill acquisition as well as mastery of co-occupations. A limited number of occupation-focused outcome measures was implemented. Conclusions: Several occupation-centred interventions have been researched. Gaps in knowledge exist regarding measures taking into account (co-)occupational performance and young children’s perspective. Significance: OTs might want to expand their scope of practice to include all occupational domains and increase parent-delivered interventions in natural environments. Measures used should be relevant to occupational performance and take into account the parent’s and children’s view. Use of uniform terminology can aid identification of evidence and clear placement of OT among other professionals.
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Israsena, Vasinee Morrison George S. "Thai teachers' beliefs about learner-centered education implications for Success for Life Thailand /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3959.
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Evanshen, Pamela, and Janet Faulk. "A Room to Learn: Rethinking Classroom Environments." Digital Commons @ East Tennessee State University, 2011. http://amzn.com/0876593155.
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Based on the latest research about how children learn, this book helps elementary school teachers make their classrooms into creative spaces that facilitate teaching and learning. It also delves into specific areas of classroom design such as use of color and plants, room arrangement, learning centers, and the impact of clutter. With before and after photos of real classrooms, teachers can examine each area and determine their own classroom's need for improvement.https://dc.etsu.edu/etsu_books/1006/thumbnail.jpg
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Stanojevic, Sanja. "Development and use of international reference centiles for lung function in early childhood." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/18027/.
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Traditionally, in older children and adults, spirometry has been an integral part of the clinical assessment of respiratory diseases; however these tests are relatively novel for preschool children. Like most medical observations, reliable interpretation of spirometry testing in very young children are accompanied by a relative dearth of suitable reference data. To address the lack of appropriate spirometry reference data for young children, this thesis aims to collate available spirometry data from healthy children to develop updated reference centiles for this age group. The Asthma UK collaborative group contributed >10 000 spirometry measurements in healthy children between 2-10 years. These data were used to develop more spirometry centiles using the LMS method with the GAMLSS technique. To address the discontinous paediatric and adult equations, the highly flexible modelling techniques were also applied to develop the first continuous and smoothly changing spirometry centiles between 4-80 years. In this case, the American NHANES Ill dataset was extended with paediatric data and re-modelled. The resulting centiles improved the interpretation of spirometry during childhood and early adolescence. Application of these centiles in clinical practice should facilitate more accurate detection and quantification of lung disease in both children and adults. Furthermore, this thesis provides a foundation from which future international studies can be established to maintain an up-to-date database of reference data for lung function.
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de, Gioia Kathryn. "Beyond cultural diversity : exploring micro and macro culture in the early childhood setting /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060511.142734/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2003."A thesis submitted to the School of Applied Social and Human Sciences, University of Western Sydney in fulfilment of the Doctor of Philosophy". Includes bibliography : leaves 248 - 270.
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Moleli, Mahlalele Sylvania. "Home and day care centre environments' role in influencing children's behaviour during early childhood development." University of the Western Cape, 2017. http://hdl.handle.net/11394/6142.
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Magister Artium - MA (Child and Family Studies)Approximately 70% of children 0-6 years old worldwide are experiencing care between home and day care centre environments that is conceptualised as dual care. These two environments are entry points into early childhood development services, which further demonstrate the relationship of the two environments in child development. Both environments are therefore crucial in influencing children's development and their behaviour. Nonetheless, vast research shows that, without diminishing the influence of the day care environment, the home environment is the most influential on children's behaviour development. This study employed Bronfenbrenner's ecological system theory, which studies child development and behaviour within environments that a child interacts with, as the overarching theory of this study with the focus based on the microsystem and the mesosystems. The study has its aim to explore the influence the home and day care centre's environment have on the behaviour of children during early childhood development. The study adopted qualitative research methodology with an explorative and descriptive design during the execution of this study. In-depth semi-structured interviews, which were held with parents and practitioners were used as data collection.
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Jones, Mary Neal Davies. "Building bridges first steps toward family involvement by child centered novice early childhood teachers /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 430 p, 2008. http://proquest.umi.com/pqdweb?did=1456290221&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Williams, Melissa Lynn. "A Comparative Analysis of Meals Offered at Child Care Centers by Participation in a Child and Adult Care Food Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2774.
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Nearly 70% of preschool children in the United States are enrolled in child care facilities. This means that they eat many meals away from their homes. Despite government support for childhood nutrition through the Child and Adult Care Food Program (CACFP), research that measures the nutritional value of meals served in child care facilities has been lacking. The purpose of this quantitative study was to determine if there are differences in the calories and nutritional value of lunch meals offered to preschool children in facilities that participate in CACFP and in facilities that do not participate in CACFP. Ajzen's theory of planned behavior formed the theoretical foundation for this study. Two research questions addressed the nutrient and caloric content of lunches served in CACFP and non-CACFP facilities. An ex post facto quasi experimental design was used to compare 598 meals from existing monthly menus from a random sample of 30 child care facilities located in a state in the Southwestern United States. Using a MANOVA test, significantly greater amounts of proteins, fats, and calories were found in meals served by non-CACFP facilities. A comparison of actual menu items suggested that greater numbers of fatty foods were present in menus served at non-CACFP facilities. These results support literature that found childhood illnesses, like obesity and malnutrition, may stem from high-calorie meals that lack adequate nutrients. This study may contribute to positive social change by supporting nutrition oversight, such as that provided by the CACFP program; encouraging tighter state and local nutritional guidelines in child care; and focusing attention on the importance of everyday nutrition for all children attending child care facilities.
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Hodge, Judaea "Judy." "A study of the importance and implementation of National Pre-Kindergarten Standards for Language and Literacy as perceived by West Virginia Directors of early childhood centers." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=584.
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Davis, Keryn. "'It's much more muddled-up than that' : a study of assessment in an early childhood centre." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2006. http://hdl.handle.net/10092/3828.
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This dissertation discusses how a team of teachers understand and practise assessment in the context of an early childhood centre. The early childhood sector has experienced raised expectations in terms of formal assessment in the decades since the education reforms of the late 1980s. These raised expectations have coincided with a shift in thinking about assessment, with the emergence of a new paradigm for assessment, and it is the combination of these that creates a number of tensions for practitioners in the sector. This shift in thinking in the early childhood sector' in this country has been shaped by changes to notions assessment, more universally. Educational assessment has been dominated by the positivist paradigm for over a century, however, as these positivist beliefs are questioned, a new paradigm has emerged for assessment, an interpretivist paradigm. For early childhood education in Aotearoa New Zealand this interpretivist paradigm sits comfortably with the sociocultural frame of Te Whariki. This dissertation considers the impact of these influences on the teachers of this study as they make meaning of assessment in their context. How the teachers made meaning of assessment \vas found to be influenced by both 'outsider' and 'insider' expectations. Though the teachers accommodated the requirements of assessment defined by 'outsider' expectations, they did so with minimal compromise of their own beliefs and values. In accommodating these requirements the teachers contained the most 'formal' aspects of assessment as they saw it, by limiting the extent to which these 'formal' procedures were followed or impacted on their day-to-day work with children, parents and each other. Instead, the teachers favoured approaches they identified as supporting their goals of building and maintaining strong relationships with children, parents and each other.
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Ni, Young-Chih. "American parents' and Taiwanese parents' perceptions of quality standards for early childhood programs." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001184.
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The purpose of this study was to investigate and compare the perceptions of urban parents of two countries concerning standards of selected criteria of high quality standards of early childhood programs developed by the National Academy of Early Childhood Programs (NAECP).Two hundred and forty nine parents ( U. S. = 129, Taiwan = 120) participated in the study. The effects of country, sex, and educational background were examined.The study was conducted by using the questionnaire survey. The instrument was constructed by the researcher based on the Accreditation Criteria and Procedures of the National Academy of Early Childhood Programs.A three-way.MANOVA on 10 dependent variables with independent factors of country, sex, and educational background was used to test Hypothesis I at the .05 level of significance. The Hypothesis I was rejected.To test Hypothesis II, a Spearman's Rho rank order correlation coefficient was computed using the mean ranks of the 10 criteria. Significance was examined at the .05 level. The Hypothesis II was accepted.These findings leading to the following conclusions:1. American and Taiwanese parents shared the similar perceptions that supported the quality standards developed by the NAECP. Most of the statistically differences that existed between American and Taiwanese parents were the differences of the degree of acceptance of the quality standards.2. The only criterion that caused parents' selections to lean toward negative responses was the staffing standards.3. Whenever there was a statistically significant difference between American and Taiwanese parents, the Taiwanese parents were always agreed more than the American parents.4. Regardless of factors of sex and educational background, both American and Taiwanese parents shared similar values in that they ranked health-and-safety and teacher-child interactions as the first or second important factors.5. Regardless of the factors of sex and educational background, both American and Taiwanese parents shared the same values in that they ranked administration and evaluations as the two least important factors when selecting an early childhood program for their children.Department of Elementary Education