Practices of Early Childhood Development Practitioners for Poor and Vulnerable Children from Birth to Four Years in South Africa

Autor/inn/en	Ebrahim, Hasina Banu; Killian, Bev; Rule, Peter
Titel	Practices of Early Childhood Development Practitioners for Poor and Vulnerable Children from Birth to Four Years in South Africa
Quelle	In: Early Child Development and Care, 181 (2011) 3, S.387-396 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Focus Groups; Economically Disadvantaged; Young Children; Interviews; Foreign Countries; Public Service; Teacher Attitudes; Preschool Teachers; Preschool Children; Infants; Early Childhood Education; Observation; Community Development; Administrators; South Africa + Suchen Sie Ihr Suchwort? Frühe Kindheit; Interviewing; Interviewtechnik; Ausland; Public services; Öffentlicher Sozialdienst; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Infant; Toddler; Toddlers; Kleinkind; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Beobachtung; Community; Development; Entwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article explores the practices undertaken by early childhood development practitioners (ECDPs) to support poor and vulnerable children from birth to four years outside centre-based provision. The article draws on part of a UNICEF (United Nations International Children's Fund) commissioned evaluation on family and community-based ECD (Early Childhood Development) programme in the Free State Province of South Africa. The respondents in the study were ECDPs, managers and participants in community projects. The data were produced through interviews, focus group interviews, site visits and document analysis. The findings suggest that ECDPs play an enabling and facilitating role through multiple practices to reach young children and their families both in their immediate and broader environments. Challenges emerge from a lack of recognition of ECDPs as public service workers and contextual factors in poor and vulnerable circumstances. The article concludes with policy implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10