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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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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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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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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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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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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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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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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
Unrestricted
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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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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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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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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)
Unrestricted
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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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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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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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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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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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Lenzo, Terri Brown. "Online Professional Development in Preschool Settings: Music Education Training for Early Childhood Generalists." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416315624.
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Champagne, Jennifer E. "Relationships Count: A Qualitative Case Study of a Professional Learning Series for Early Interventionists." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1427129042.
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Heaston, Amy R. "The relationship between income level and educational background and parent perceptions of a developmentally appropriate curriculum in an early childhood center." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/833011.
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The purpose of this study was to identify parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) in selected early childhood centers. The relationship between income level and educational background and parent perceptions of a developmentally appropriate curriculum was also studied. Additionally, the relationship between parent perceptions of a developmentally appropriate curriculum and the selection of early childhood centers was examined.The Parent Perception Questionnaire, developed by the researcher, was mailed to 16 licensed early childhood centers in central Indiana. Respondents included 215 parents of 4- and 5-year-old children. Income level for the total group of parents ranged from less than $16,000 to more than $48,000. The largest group of parents (26.5%) reported an educational background of 1 to 3 years of college followed by parents (26.0%) with an educational level of a high school diploma.Through the use of a Likert scale, parents rated items on goals, teaching strategies, learning activities, and assessment methods as very important, important, somewhat important, or not important. A section for additional comments was also provided for parents. Each participating center was observed one time by the researcher. The Early Childhood Environment Rating Scale was used to assess the developmental appropriateness of the participating centers' environment. A two-way multivariate analysis of variance at the .05 level of significance was used to test hypotheses I, II, and III. The Pearson Product-Moment Correlation was applied to test hypothesis IV.Results1. An interaction effect of income level and educational background on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be not significant. Hypothesis I was not rejected.2. The effect of income level on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be not significant. Hypothesis II was not rejected.3. The effect of educational background on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be significant. Hypothesis III was rejected.4. The relationship of parent perceptions of a developmentally appropriate curriculum to the curriculum of selected early childhood centers was correlated (r = .25).Department of Elementary Education
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Kondo, Chiharu. "Early childhood development (ECD) programs as protective environments for children in emergencies| A case of daycare centers in Iwate, Japan during the 2011 earthquake and tsunami disaster." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690748.
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The 2011 East Japan Earthquake and Tsunami suddenly took the homes, family members, friends, and familiar neighborhoods away from the children of Iwate. In the midst of this difficult situation, early childhood development (ECD) programs provided protective environments for the young children to access continuous care and development opportunities. This case study examines how these daycare centers in Iwate prepared for, responded to, and coped with the severe natural disaster, providing physical, cognitive, and psychosocial protections to these children.
The study re-affirmed that daycare centers in Iwate had integrated the national standards for disaster risk reduction (DRR). On the day of the disaster, personnel safely evacuated the children while practicing monthly drills. Despite the challenges, the daycare programs quickly re-established normalcy in children’s lives, ensuring continuous access to care. Not only did daycare personnel act in loco parentis for these children, but also re-installed daycare programs during the recovery.
The study revealed that local governments also faced serious challenges in their leadership and coordination roles. Their response capacities had been severely affected by the disaster. Governments’ appropriate and timely guidance was most beneficial for the daycare providers. Among other recommendations, I assert that in the future, local governments could take more active roles in coordinating the massive influx of humanitarian organizations.
This interpretivist research was based on my one-year fieldwork in Iwate immediately after the disaster, and employed a series of survey instruments (questionnaires and interviews). This case study contributes to the field of education and ECD in emergencies through the use of qualitative, ethnographic research. It also recognizes significant and complimentary contribution of qualitative inquiry methods, including on-site fieldwork, ethnographic analyses, and follow-up interviews, for better understanding of crisis situations.
While pre-school programs are not compulsory in Japan, the study calls attention to the valuable protection that they provide for both young children and their childhoods in emergencies. A recovery strategy that focuses on protective environments for children has great potential as a harmonizing approach, rather than as a parallel one, in the complex nature of humanitarian assistance.
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Maponya, Mapula. "An analysis of the asset-based community development approach to early childhood development interventions in Grahamstown township pre-schools: a case study of the Centre for Social Development and Rhodes University Community Engagement." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63670.
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Is the glass half-full or half-empty? The purpose of this research was to show how Centre for Social Development and Rhodes University Community Engagement applies the Asset-Based Community Development approach in ECD interventions in Grahamstown township pre-schools. The subsidiary goals of the research were to highlight the challenges in the Early Childhood Development sector in Gahamstown, find out how the approach contributes to empowerment, participation and sustainability, and analyse the challenges that CSD and RUCE face in applying the approach and the relationship between the two organisations. The case study focused on the Centre for Social Development (CSD) and Rhodes University Community Engagement (RUCE). These two cases established projects that aim to improve Grahamstown township pre-schools. The apartheid system created a childhood of adversity for black children including inadequate access to social services, quality nutrition, health care and education. Black children in rural areas and townships faced tremendous obstacles in terms of access to quality ECD centres due to poverty and lack of adequate resources. In Grahamstown, various problems such as unemployment, poverty and restrictive apartheid regulations created a need for ECD interventions. Both organisations applied the Asset-Based Community Development approach to improve ECD in Grahamstown. The asset-based approach was created as a response to the impact of the needs-based approach. The needs- based approach focuses on deficiencies that exist in a community and uses outside experts and resources to address the deficiencies. The needs-based approach builds communities from the outside in, further disempowers community members and creates an environment of dependency. The asset-based approach on the other hand, was created to change the legacy of dependency by focusing on capacity building. A capacity-focused paradigm recognizes the gifts, skills and talents of community members. This approach is bottom- up beginning with what is available in the community and building on that. The approach aims to empower people, create a positive outlook on circumstances, and encourages organisations to work together with community members in community development projects. To achieve the main and subsidiary goals of the research, qualitative research was conducted using the case study method. In pursuing the objective of the thesis, I conducted research among ECD practitioners, student volunteers and staff from CSD and RUCE. Based on the findings it is clear that the application of the Asset-Based approach has a positive impact on ECD practitioners, children at the pre-schools and student volunteers. Through the application of the ABCD approach, ECD practitioners became proactive and took the driving seat in the development process. The ECD practitioners built strong relationships with community members and outside organisations. They have improved their skills and qualifications, and are on their way to restoring their agency, finding their voice and achieving independence. This has a positive impact on children at the pre-schools as they receive quality education and care. There are various challenges and contradictions in the application of the approach but the ECD practitioners view the communities in which they operate as half-full and not half-empty
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Muswala, Kapalu. "An exploratory study of the challenges and opportunities that early childhood development centre principles experience in providing services to children in Gugulethu Township, Cape Town." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6821.
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This research project, entitled 'An exploratory study of the challenges and opportunities that early childhood development centre principals experience in providing services to children in Gugulethu Township, Cape Town? adopted a qualitative research design using a semistructured interview schedule for face-to-face interviews with participants. It comprised of 20 participants, all female aged between 44 and 74 years, who had worked as principals in a registered ECD centre for three years and above. The sample was arrived at using a purposive sampling method. The study revealed that principals are faced with a number of challenges. Key among them are burglary;; poor communication coupled with inadequate subsidies often paid late by the Department of Social Development;; poor salaries and infrastructure;; lack of fundraising skills and trained teachers;; and inadequate funds, food, educational equipment, blankets and mattresses for children. To address these challenges, principals receive support from the government, namely, the provincial Departments of Social Development and Education, and the City of Cape Town, in the form of subsidies. In addition, they receive various forms of support from the private sector, non-governmental organisations, ECD centres, parents and their communities. The study proposed a set of recommendations to the government (national, provincial and the City of Cape Town), private sector, non-government organisations, the Gugulethu community and principals with an aim to provide support to address the challenges that principals faced. Among the main recommendations were for the national government to take a proactive and bold decision to improve the conditions of service for ECD principals as a matter of urgency as they play a crucial role in building the learning foundation for children. It was also recommended that the private sector should develop sustainable partnerships with ECD centres in Gugulethu. They could, for instance, contribute to the establishment of a community fund to support the operation of ECD centres. In addition, the study recommends that NGOs should support ECD principals to lobby and advocate not only for improved conditions of service but also increased government funding to the ECD sector. Furthermore, the research study unearthed some issues which need answers. It is recommended that further research be conducted to explore the practicality of government employing principals and teachers in the ECD sector. Collective capacity is essential in solving some of the challenges experienced by principals when providing services to children in Gugulethu. It is recommended that the community, working in collaboration with the government, NGOs and the private sector, should be involved in improving ECD centres. For example, parents who do not work could volunteer during the week to assist with the maintenance of ECD centre grounds and buildings while those who work could do the same over the weekends. For principals, it was recommended that, with the support of NGOs and other stakeholders, they should lobby and advocate strongly for improved working conditions and for inclusion in decision making at local, provincial and national government levels.
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Vallabh, Priya. "How policy discourses and contextual realities influence environmental teaching and learning processes in early childhood development: a case study of the Raglan Road child care centre." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003441.
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This case study considers the relationship between context, school policy and environmental teaching and learning processes at a community-based early childhood development centre in South Africa. The study recognises that educational practices in the early childhood development field are shaped by historical, cultural, economic and political realities at both local and national levels. It is from the understanding that each school is a unique composition of these shaping factors that the research was designed to consider the community-based school participating in this study. By compiling a contextual profile, this study attempts to consider dominant contextual factors affecting the school. Through the critical discourse analysis of a school policy document, this study considers local level policy, and through the literature chapter, national policy. Teacher interviews provide insight into teacher understanding of school policy in response to contextual issues, as well as providing insight into how teachers perceive their translation of policy into teaching practice. Observations of lessons in the centre provided an. opportunity to see how context and policy translated into and influenced environmental teaching and learning processes. This study looks at how environmental education is addressed in the Raglan Road Child Care Centre, and provides insight into how environmental education within the context of the school and in relation to school policy may be strengthened. It comments on the tensions and ambivalences arising from the relationships between context, policy and environmental teaching and learning processes and makes recommendations to address these ambivalences in ways that are contextually relevant. The main recommendations were designed to be practically useful for the school involved in the study and are focused around engaging the ambivalences emerging from this study to open up 'spaces' for deliberating environmental teaching and learning processes and other tensions arising out of the study at an ECD level. Recommendations included: 1) engaging with the strong development focus in school policy and the educational focus in national policy and teacher discourse; 2) deliberating the ways in which school policy and national policy respond to risk; 3) engaging with the ambivalence in the school-parent relationship; 4) the re-alignment of the explicit curriculum and broadening the contextually-based view of whole child development; and 5) engaging the ambivalence in approaches to education at the centre.
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Fonkem, Nguika Judith. "An Analysis of a Readiness Assessment for establishing a Monitoring and Evaluation System in Early Childhood Development (ECD) Programmes: a case study of Ikamva Labantu Centre, Khayelitsha." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4007.
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Magister Public Health - MPHOver the years major changes have occurred in the focus, approach and application of monitoring and evaluation systems as a result of increased levels of emphasis towards achieving results (outcomes) as opposed to activities and outputs. As the focus of management changes from activities to results, so too has the focal point of M&E shifted from the traditional M&E system of progress monitoring that only deals with assessing inputs and implementation processes, to a results-based M&E system that emphasizes the need to assess the contributions of intervention to development outcomes. Nowadays funders, stakeholders and donor agencies want to see the difference that development initiatives make in the livelihood of project beneficiaries.Results-based M&E systems are essential components of most organisational structures responsible for development services and this is very fundamental as it provides vital information and empowers policy makers to take better informed decisions. The foundation of an M&E system is the very first step which is in essence called a ‘readiness assessment’. Such an assessment must be conducted before the actual establishment of an M&E system. Just as a building must begin with a foundation, constructing an M&E system must also begin with the establishment of a readiness assessment. Without this assessment and an understanding of the preparedness and commitment of the organisation, establishing an M&E system may be fraught with difficulties and failure.The Monitoring and Evaluation (M&E) of the Early Childhood Development (ECD) Programme of Ikamva Labantu has always been in the form of a reporting-type check list. The Centre is in a process of establishing an effective M&E system. The problem being investigated in this study is whether Ikamva Labantu has achieved a sufficient level of readiness to establish a results-based monitoring and evaluation system. However, the study shall also highlight crucial aspect of PM&E and RBM&E that will have to be taken into consideration with the establishment of the actual M&E system.With the use of the qualitative research method, the aim of this study is to analyse and assess the readiness assessment phase for establishing a monitoring and evaluation system in the Early Childhood Development (ECD) Programmes of Ikamva Labantu Centre, Khayelitsha.
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Hoffman, Jill Ashley. "Promoting Healthy Social-Emotional Development in Vulnerable Young Children: The Importance of Head Start Teachers and Centers." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468933916.
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Balton, Sadna. "Family-based activity settings of typically developing three-to-five year old children in a low-income African context." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-10172009-122119.
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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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Jervis, Ortiz Pamela. "Essays on early childhood development." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10058970/.
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Recent research demonstrates that the effects of early childhood environments last a lifetime. There is a vast literature on how parental characteristics and household environment affect investment in children's human capital, but little about how parents' investment decisions and the structure of family dynamics behave. The pathways linking parental characteristics to long-term child outcomes remain unclear. A better understanding of these relationships requires novel modes of inquiry that transcend those of any particular discipline. In this thesis dissertation, I study early skill formation and which factors motivate parental human capital investments by using dynamic behavioural models. Over the four chapters of this dissertation, I address some crucial and unknown research questions as What are the processes (biological, neurological, psychological) that govern the components of human flourishing? How do acquired skills generate new skills and how do they vary at different stages of early ages? What are the determinants of parental investments in children and what are the constraints they face? What are the channels, if any, through which parents' decisions affect child outcomes? Do their decisions respond to incentives/stimulation? Can parents' decisions/behaviour be affected through public policies and by doing so change child outcomes? Doing this, I aim to expand the scope of research on child development to explicitly account for the dynamic interpersonal relationships of attachment, interaction, and scaffolding emphasised in the literature on early child development as well as the fact that it is indispensable to develop more complex economic analysis where preferences, technologies, parental decisions and the importance of dynamics are simultaneously considered in a model. Using models as the ones that I develop in this thesis dissertation it is possible to understand the mechanisms behind decision-making and use them to simulate policies ex-ante that are crucial to addressing all these questions.
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Mashon, Danielle Nichole. "Realizing 'quality' in Indigenous early childhood development." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/20591.
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This study used the BC Aboriginal Child Care Society’s (BCACCS) Draft Quality Statement on Aboriginal Child Care (quality statement) as a starting point to identify Indigenous values for early childhood programming and describe how Aboriginal early childhood practitioners implement these values in Indigenous early childhood practice. Building on the view that in early childhood education, we must move ‘beyond quality to meaning-making,’ (Dahlberg, Moss & Pence, 1999), this study explored a working definition of ‘Indigenous quality care,’ comprised of five values reflected in the quality statement and supported by Indigenous early childhood education literature: Indigenous knowledge, self-determination, a holistic view of child development, family and community involvement, and Indigenous language. Using an Indigenous research methodology, I conducted audio-recorded telephone interviews with ten Aboriginal early childhood practitioners in British Columbia to identify how they operationalize the five values in practice. Findings from this study describe the successes and challenges Aboriginal early childhood practitioners face implementing programs that reflect Indigenous values for early childhood development. This study contributes to the ‘reconceptualist movement for quality care’ (Pence & Pacini-Ketchabaw, 2008) by further identifying how Indigenous notions of ‘quality’ differ from their mainstream counterparts, and sharing how mainstream notions of quality care continue to pervade the field and create challenges for Indigenous early childhood practice. Findings from this study also contribute to Indigenous early childhood education literature by sharing concrete strategies the Aboriginal early childhood practitioners in this study used to implement Indigenous values for early childhood education and care.
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Fernández, Barrés Sílvia. "Early life factors and childhood obesity development." Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/399640.
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L’obesitat infantil és un dels majors problemes de Salut Pública i comença en edat primerenca. Per tant, identificar factor de risc podria ajudar en la prevenció del desenvolupament d’obesitat infantil. L’objectiu principal d’aquesta tesi va ser investigar les associacions prospectives entre factors de risc potencialment modificables de l’embaràs i la infància, i el desenvolupament d’obesitat infantil. Vam utilitzar dades de dues cohorts de naixement del projecte INMA (Espanya) i del Projecte Viva (Estats Units). Vam explorar les associacions entre varis factors de risc pre i postnatals i l’obesitat infantil general i abdominal, el risc metabòlic i les trajectòries de creixement infantil. Vam trobar que els factors de risc presents en l’edat primerenca i modificables juguen un paper important en el desenvolupament d’obesitat. Les combinacions de factors de risc modificables que prediuen més obesitat infantil difereixen segons la població. Tot i que, el guany ràpid de pes durant la infància és un factor de risc comú pel desenvolupament d’obesitat infantil, tal general com abdominal . Els nostres resultats suggereixen que prendre una Dieta Mediterrània durant l’embaràs podria tenir un efecte positiu en la mida del neonat, el patró de creixement i l’obesitat infantil abdominal. Tanmateix, aquest patró alimentari no deu estar associat amb l’obesitat general o el risc cardiometabòlic.La obesidad infantil es uno de los mayores problemas en Salud Pública y empieza en edad temprana. Por lo tanto, identificar factores de riesgo podría ayudar en la prevención del desarrollo de obesidad infantil. El objetivo principal de esta tesis fue investigar la asociación prospectiva entre factores de riesgo durante el embarazo y la primera infancia, y el desarrollo de obesidad infantil. Usamos datos de dos cohortes de nacimiento del Proyecto INMA (España) y del Proyecto Viva (Estados Unidos). Exploramos las asociaciones entre varios factores de riesgo pre y postnatales y la obesidad infantil general y abdominal, el riesgo cardiometabólico y las trayectorias infantiles de crecimiento. Encontramos que factores de riesgo modificables en etapas tempranas juegan un papel importante en el desarrollo de obesidad. Las combinaciones de factores de riesgo modificables que predicen mayor obesidad difieren entre poblaciones. Sin embargo, la rápida ganancia de peso en la infancia es un factor de riesgo común de obesidad infantil, tanto general como abdominal. Nuestros resultados sugieren que la Dieta Mediterránea durante el embarazo podría tener un efecto protector en el tamaño del recién nacido, en el patrón de crecimiento y en la obesidad abdominal en la infancia. Sin embargo, este patrón alimentario podría no estar asociado con la obesidad infantil general y el riesgo cardiometabólico.
Childhood obesity is one of the main public health problems and starts in early life. Thus identifying risk factors could help to prevent childhood obesity development. The main objective of this thesis was to investigate the prospective association between potentially modifiable factors in pregnancy and infancy, and offspring childhood obesity development. We used data from two birth cohorts studies INMA project (Spain) and Project Viva (USA). We explored the associations between several pre and postnatal risk factors and childhood general and abdominal obesity, cardiometabolic risk and child longitudinal growth trajectories. We found that modifiable early-life risk factors play an important role in obesity development. The combinations of modifiable risk factors that predict higher obesity differed across populations. However, rapid infant weight gain is a common risk factor of general and abdominal obesity in childhood. Our findings suggest that the Mediterranean diet during pregnancy may have a protective effect on birth size, growth pattern and childhood abdominal adiposity in early childhood. However, this dietary pattern may not be associated with childhood general obesity and cardiometabolic risk.
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Lirette, Patricia R. "Barriers to education in early childhood development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0001/MQ59757.pdf.
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Malkus, Amy J. "Adolescent Brain Development." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4314.
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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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Jung, Myoungwhon. "Professional development in early childhood mathematics examining professional growth in two early childhood teachers through collaboration /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215198.
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Thesis (Ph.D.)--Indiana University, School of Education, 2006.Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1216. Adviser: Mary B. McMullen. "Title from dissertation home page (viewed May 14, 2007)."
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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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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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Lo, Pang-yuen. "Early childhood growth patterns and adult health indicators." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B38030603.
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Spies, Magdelien. "Early childhood development as a pathway to sustainable community development." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6657.
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Thesis (MPhil)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: This study investigated the possibilities of early childhood development (ECD) as pathway to sustainable community development by means of a literature survey and practical research. The main objectives were to determine the usefulness of integrated, ecological ECD as entry point to sustainable community development, to determine how this might be achieved and to reflect on the benefits and limitations of sustainable community development through ECD. A review of the literature emphasized the importance of ECD, as early childhood is foundational for the establishment of lifelong skills, knowledge, values and attitudes. The need to enhance capabilities for sustainable development from a young age is becoming increasingly urgent as the world braces itself for a future likely to be characterised by a ‘global polycrisis’ which includes climate change, resource depletion, poverty and food security. Integrated, ecological ECD exposes children to a worldview that acknowledges complexity and interdependence. This contributes to their ability to be agents of change that imagine and create alternative futures on community, national and global levels. Conceptualising ECD spaces as integrated ecological ‘hubs’ for sustainable community development is a way of enhancing community capabilities for sustainable development by facilitating synergies between various projects, promoting intergenerational learning and ensuring that children are central to all community development initiatives. The practical research focused on the Lynedoch Crèche as a working example of an integrated, ecological ECD ‘hub’ for sustainable community development. The purpose of this case study was to contribute to the attainment of the research objectives by balancing theory with the intricacies of praxis. The main findings of the case study pertain to the need to inform ECD by a deeply ecological and integrated worldview that places children at the centre of sustainable community development. The importance of deriving context-specific methodologies and solutions that stem from an intricate knowledge of the socio-ecological environment was emphasized. The research indicated that the core challenges to this approach relate to capacity, leadership, financial viability and institutional arrangements. The conclusions drawn from the literature survey and the practical research suggest a useful role for ECD as entry point for sustainable community development. I further conclude that there is no single conception of what an integrated, ecological hub for sustainable development might entail. Rather, these ‘hubs’ must be born from worldviews rooted in complexity and interdependence and an ecological educational paradigm that is inspired and informed by the local socio-ecological environment. The principle benefit to this approach relates to the fact that community capabilities for children-centred sustainable development are enhanced in concurrence with the high quality ecological education of its children. The greatest limitation of this approach is that its success hinges upon the capacity of teachers to fulfil multiple roles and provide leadership in largely unchartered territory.
AFRIKAANSE OPSOMMING: Hierdie studie het die moontlikheid ondersoek dat vroeë kinder ontwikkeling (VKO) as ingangspunt vir volhoubare gemeenskapsontwikkeling gebruik kan word. ‘n Literatuur-studie oor die onderwerp en praktiese navorsing by die Lynedoch kleuterskool is die kern van die studie. Die hoofdoel was om te bepaal of geïntegreerde en ekologies-georienteerde kleuterskoolonderrig sinvol kan bydra tot volhoubare gemeenskapsontwikkeling, om te bepaal hoe dit bereik kan word, en wat die voordele en nadele van so ‘n benadering is. Die literatuurstudie het die belangrikheid van VKO as die fondament vir die vaslê van lewenslange vaardighede, kennis, waardes en houdings bevestig. Dit word al hoe dringender om kinders van ‘n vroeë ouderdom af vir volhoubare ontwikkeling toe te rus sodat hulle leiding kan neem in ‘n toekoms wat waarskynlik gekenmerk gaan word deur meervuldige krisisse soos klimaatsverandering, oorbevolking, uitputting van natuurlike hulpbronne, armoede en voedselskaarste. ‘n Geïntegreerde en ekologiese benadering tot VKO stel kinders bloot aan ‘n wêreldsiening wat kompleksiteit en interafhanklikheid beklemtoon. Hierdie bewustheid help kinders om kreatief alternatiewe toekomsmoontlikhede raak te sien en te verwesenlik, tot voordeel van hul gemeenskap, land en wêreld. Kleuterskole kan geposisioneer word as een van die geïntegreerde spilpunte waarom gemeenskapsontwikkeling draai. Vaardighede vir volhoubare ontwikkeling word sodoende bevorder in beide kinders en gemeenskappe. Samewerking tussen verskeie projekte word aangemoedig, oud en jonk leer saam en kinders word ‘n sentrale fokus van alle gemeenskapsontwikkelingsinisiatiewe. Die praktiese navorsing is ‘n gevallestudie van die Lynedoch Kleuterskool. Hierdie kleuterskool is gekies as ‘n voorbeeld VKO wat poog om ‘n geïntegreerde, ekologiese benadering te volg en om ‘n rol te speel in volhoubare gemeenskapsontwikkeling. Die gevallestudie het die literatuurstudie aangevul deur moontlikhede en tekortkominge van ‘n praktiese toegepassing te demonstreer. Die bevindings bevestig die belangrikheid van ‘n ekologiese- en geïntegreerde benadering tot VKO, en hoe noodsaaklik dit is om te verseker dat kinders as die sleutel tot gemeenskapsontwikkelingsinisiatiewe gesien word. Kennis van die unieke sosio-ekologiese konteks behoort te lei tot die ontwerp van geskikte onderrig metodes. Die gevallestudie dui daarop dat ‘n tekort aan kapasiteit, onvoldoende leierskap, finansiële onselfstandigheid en swak organisasie dikwels van die grootste uitdagings is wat sukses belemmer. Die gevolgtrekkings van beide die literatuurstudie en navorsing is dat geïntegreerde en ekologiese VKO wel ‘n nuttige invalshoek kan wees vir volhoubare gemeenskapsontwikkeling. Dit blyk verder dat daar geen enkele universele model van geïntegreerde en ekologiese VKO is nie, en dat elke projek se leerinhoud en metodologie volgens eiesoortige konteks bepaal word. Wat wel belangrik is, is dat dié projekte gebou word op ekologiese wereldsieninge wat kompleksiteit en interafhanklikheid benadruk. Die hoof voordeel van hierdie benadering is dat gemeenskapskapasiteit vir volhoubare gemeenskapsontwikkeling bevorder word terwyl kinders hoë kwaliteit ekologiese opvoeding ontvang. Die belangrikste beperking hierin is dat sukses grootliks afhanklik is van goed toegeruste onderwysers wat verskeie rolle tegelyktydig kan vertolk, wat leierskap kan neem en wat alternatiewe maniere van doen kan demonstreer.
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Roe, Katherine V. "Working memory and language development in early childhood /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3069224.
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Argumosa, Melissa Ann. "Development of Face Recognition: Infancy to Early Childhood." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/317.
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Perception and recognition of faces are fundamental cognitive abilities that form a basis for our social interactions. Research has investigated face perception using a variety of methodologies across the lifespan. Habituation, novelty preference, and visual paired comparison paradigms are typically used to investigate face perception in young infants. Storybook recognition tasks and eyewitness lineup paradigms are generally used to investigate face perception in young children. These methodologies have introduced systematic differences including the use of linguistic information for children but not infants, greater memory load for children than infants, and longer exposure times to faces for infants than for older children, making comparisons across age difficult. Thus, research investigating infant and child perception of faces using common methods, measures, and stimuli is needed to better understand how face perception develops. According to predictions of the Intersensory Redundancy Hypothesis (IRH; Bahrick & Lickliter, 2000, 2002), in early development, perception of faces is enhanced in unimodal visual (i.e., silent dynamic face) rather than bimodal audiovisual (i.e., dynamic face with synchronous speech) stimulation. The current study investigated the development of face recognition across children of three ages: 5 – 6 months, 18 – 24 months, and 3.5 – 4 years, using the novelty preference paradigm and the same stimuli for all age groups. It also assessed the role of modality (unimodal visual versus bimodal audiovisual) and memory load (low versus high) on face recognition. It was hypothesized that face recognition would improve across age and would be enhanced in unimodal visual stimulation with a low memory load. Results demonstrated a developmental trend (F(2, 90) = 5.00, p = 0.009) with older children showing significantly better recognition of faces than younger children. In contrast to predictions, no differences were found as a function of modality of presentation (bimodal audiovisual versus unimodal visual) or memory load (low versus high). This study was the first to demonstrate a developmental improvement in face recognition from infancy through childhood using common methods, measures and stimuli consistent across age.
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Keramidas, Cathy Galyon. "Assessment in Early Childhood." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4157.
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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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Parry, Melinda Ann. "Little Machiavellians: Deception in Early Childhood." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194285.
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The analyses in this dissertation were designed to identify 1) whether there is an age effect among three-, four-, and five-year-old preschool children for false-belief understanding, deceptive ability, and deception detection ability, 2) whether there is a gender effect among preschool children for false-belief understanding, deceptive ability, and deception detection ability, 3) whether there is a relationship between false-belief understanding, deceptive ability, and deception detection ability in preschool children, and 4) whether there is a relationship between peer acceptance and false-belief understanding, deceptive ability, and deception detection ability among preschool children. Participants were 78 (34 male, 44 female) preschool children of mixed ethnicity who were between three to five years of age. All subjects completed four tasks that assessed false-belief understanding, deceptive ability, deception detection ability, and peer acceptance. Results from the four-way repeated measures mixed-model analysis of variance (2 Gender x 3 Age x 2 False-Belief Understanding x 2 Deception) suggest that there is a task effect, age effect, gender effect, and false-belief understanding effect for deception among preschool children. Children received significantly higher scores on the deception detection ability task than they did on the deceptive ability task. This indicates that young children find deception detection to be easier than deceptive ability. In addition, this also provides evidence that deceptive ability and that deception detection are two separate constructs. This is further supported by the principal components analysis, which extracted two separate components for deception intelligence. In addition, three-year-old children perform significantly lower than four- and five-year-old children on deception tasks. However, there is not a significant difference between the performances of four- and five-year-old children on deception tasks. This supports previous research that four years of age appears to be the critical age for the emergence of Machiavellian Intelligence (Peskin, 1992; Peterson, 2003). Moreover, males perform significantly better on deception tasks than females. Furthermore, there is a significant positive correlation between deception detection ability and peer acceptance. Children who obtain higher deception detection ability scores are ranked as being more liked by their peers.
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Lo, Pang-yuen, and 羅鵬遠. "Early childhood growth patterns and adult health indicators." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B39724864.
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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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Campbell, Robin N. "Origins and development of representational systems in early childhood." Thesis, University of Stirling, 1992. http://hdl.handle.net/1893/21580.
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It is argued in Chapters 1 to 4 that in cognitive psychology in general, and in the disciplines of language acquisition and cognitive development in particular, there is substantial benefit to be derived from distinguishing between two representational systems, one system being deployed in long-established or highly-practiced functions, and the second deployed in novel tasks, or where difficulties interrupt the first system. It is also argued that the proper subject of cognitive development is the second of these systems. Chapters 5 and 6 are concerned in different ways with the origins of language in the individual, in particular with the question of what innate knowledge of language might be justified. It is concluded that many questions regarding innate knowledge remain open, and that a source in human evolution for knowledge of language is no more likely than sources in individual or social development. In Chapter 7 it is argued that representational drawing emerges late in the 4th year of life, and some new techniques are described for studying early representational drawing. Following these treatments of external systems of representation, Chapter 8 offers a general developmental theory of forms of representation, extending Piaget's insight that mental representation is co-extensive with thought, and that the main axis of cognitive development is the content of thought and representation. Chapters 9 to 12 apply this theory to the representation of belief and desire, and of extrinsic and intrinsic qualities of objects, by 11/2 to 4 year-old children. Chapter 13 introduces a new method for analyzing the free classification task, a task sometimes used to assess children's ability to think about intrinsic qualities, and applies this method to various data sets. Chapter 14 applies these insights and results to the problem of characterizing concepts and concept development and favourably discusses the idea that more precise knowledge of this aspect of development may help to explain certain features of early language acquisition.