Factors affecting early childhood development for the new world of work: a case study
- Authors: Manakana, Lebogang
- Date: 2025-04
- Subjects: Child development , Education, Preschool , Work -- Social aspects
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/72960 , vital:79294
- Description: The rapid advancement of the Fourth Industrial Revolution (4IR) emphasises the importance of preparing children with the fundamental skills needed for the ever-changing requirements of the new world of work. Early Childhood Development (ECD) plays a crucial role in providing young learners with abilities like digital literacy, creativity, critical thinking and self-leadership, all of which are increasingly critical for future success. This examination investigates the factors impacting ECD, with a focus on incorporating modern educational methods and the influence of parental and societal engagement in promoting comprehensive child development. By using a quantitative research design, data were gathered from educators, caregivers and parents throughout South Africa. 110 participants took part in the study and all participant’s responses were accepted for analysis. The results indicate that digital literacy (p < 0.0005), parental involvement (p < 0.0005), and child-centred learning approaches (p < 0.0005) significantly affect ECD outcomes. Additionally, interpersonal skills, creativity, self-leadership and critical thinking were identified as crucial components for preparing children for the new work environment. Despite these positive findings, the study highlights ongoing challenges, including unequal access to quality ECD resources and gaps in educator training, which hinder the potential for fair development across various socio-economic contexts. The study contributes to the expanding knowledge base by presenting actionable insights for stakeholders, stressing the significance of aligning ECD strategies with future workforce requirements. Suggestions include investing in ECD infrastructure, integrating digital tools into learning environments, improving educator training and promoting collaborative efforts between families and institutions. Furthermore, a theoretical framework was created to guide the implementation of inclusive and sustainable ECD practices. This research establishes a basis for future studies to investigate the long-term effects of ECD interventions, focusing on scalability and adaptability in diverse settings. By bridging the divide between early education and workforce readiness, this study , Thesis (MBA) -- Faculty of Business and Economic Sciences, Business School, 2025
- Full Text:
- Date Issued: 2025-04
- Authors: Manakana, Lebogang
- Date: 2025-04
- Subjects: Child development , Education, Preschool , Work -- Social aspects
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/72960 , vital:79294
- Description: The rapid advancement of the Fourth Industrial Revolution (4IR) emphasises the importance of preparing children with the fundamental skills needed for the ever-changing requirements of the new world of work. Early Childhood Development (ECD) plays a crucial role in providing young learners with abilities like digital literacy, creativity, critical thinking and self-leadership, all of which are increasingly critical for future success. This examination investigates the factors impacting ECD, with a focus on incorporating modern educational methods and the influence of parental and societal engagement in promoting comprehensive child development. By using a quantitative research design, data were gathered from educators, caregivers and parents throughout South Africa. 110 participants took part in the study and all participant’s responses were accepted for analysis. The results indicate that digital literacy (p < 0.0005), parental involvement (p < 0.0005), and child-centred learning approaches (p < 0.0005) significantly affect ECD outcomes. Additionally, interpersonal skills, creativity, self-leadership and critical thinking were identified as crucial components for preparing children for the new work environment. Despite these positive findings, the study highlights ongoing challenges, including unequal access to quality ECD resources and gaps in educator training, which hinder the potential for fair development across various socio-economic contexts. The study contributes to the expanding knowledge base by presenting actionable insights for stakeholders, stressing the significance of aligning ECD strategies with future workforce requirements. Suggestions include investing in ECD infrastructure, integrating digital tools into learning environments, improving educator training and promoting collaborative efforts between families and institutions. Furthermore, a theoretical framework was created to guide the implementation of inclusive and sustainable ECD practices. This research establishes a basis for future studies to investigate the long-term effects of ECD interventions, focusing on scalability and adaptability in diverse settings. By bridging the divide between early education and workforce readiness, this study , Thesis (MBA) -- Faculty of Business and Economic Sciences, Business School, 2025
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- Date Issued: 2025-04
Examining the realisation of the Multisectoral Early Childhood Development Policy short-term goals in the Eastern Cape Province, South Africa
- Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Authors: Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Date: 2022-03
- Subjects: Early childhood education -- South Africa , Child development , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21646 , vital:51739
- Description: This study was triggered by global concerns about poor early childhood development (ECD) policy implementation. A similar situation existed in South Africa in respect of the implementation of the National Integrated Early Childhood Development (NIECD) policy. This study was undertaken to examine the realisation of the short-term goals of the NIECD policy in the Eastern Cape province, South Africa. Through this study, the researcher hoped to propose an appropriate framework that can be adopted by the Eastern Cape provincial government to realise the short-term goals. A qualitative study was undertaken using the purposive sampling method to identify managers who are knowledgeable on ECD in the three lead departments (DSD, DOH, DBE) at provincial, district, and local levels. Twelve participants (N=12) were identified: three ECD directors from the provincial departments, three district ECD managers from each municipal district, namely, OR Tambo, Sarah Baartman and Buffalo City. Semi-structured interviews based on the study objectives were carried out on the ECD directors from the provincial departments. Three focus group interviews were carried out on the district ECD managers from each municipal district, also based on the study objectives. Each interview was transcribed verbatim by the researcher. Interviewees were coded to ensure confidentiality. The four study objectives were used as themes for data analysis. The findings of the study showed a poor understanding of the NIECD policy at the district level and a lack of a provincial multisectoral implementation strategy. Staff shortage, lack of multisectoral ECD coordination, fragmentation of ECD services, high numbers of unregistered ECD centres and inadequate ECD funding were the main barriers to policy implementation. The study recommends that the Eastern Cape provincial government uses systems theory to develop its provincial ECD implementation strategy. The framework of the ECD strategy should focus on the inputs, processes, outputs, and feedback process map. In this regard, inputs include human resources, infrastructure, funding, leadership and governance, data management, systems technology, and service delivery. Outputs, on the other hand, comprise service delivery (universally accessible ECD services, universal coverage of ECD services, parent participation, multisectoral ECD services and quality ECD services). Feedback indicates whether all infants, young children and their families are living in environments that are conducive to their optimal development or not. Should the implementation of the policy fail, corrections need to be made in the input or process stage or both stages. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Date: 2022-03
- Subjects: Early childhood education -- South Africa , Child development , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21646 , vital:51739
- Description: This study was triggered by global concerns about poor early childhood development (ECD) policy implementation. A similar situation existed in South Africa in respect of the implementation of the National Integrated Early Childhood Development (NIECD) policy. This study was undertaken to examine the realisation of the short-term goals of the NIECD policy in the Eastern Cape province, South Africa. Through this study, the researcher hoped to propose an appropriate framework that can be adopted by the Eastern Cape provincial government to realise the short-term goals. A qualitative study was undertaken using the purposive sampling method to identify managers who are knowledgeable on ECD in the three lead departments (DSD, DOH, DBE) at provincial, district, and local levels. Twelve participants (N=12) were identified: three ECD directors from the provincial departments, three district ECD managers from each municipal district, namely, OR Tambo, Sarah Baartman and Buffalo City. Semi-structured interviews based on the study objectives were carried out on the ECD directors from the provincial departments. Three focus group interviews were carried out on the district ECD managers from each municipal district, also based on the study objectives. Each interview was transcribed verbatim by the researcher. Interviewees were coded to ensure confidentiality. The four study objectives were used as themes for data analysis. The findings of the study showed a poor understanding of the NIECD policy at the district level and a lack of a provincial multisectoral implementation strategy. Staff shortage, lack of multisectoral ECD coordination, fragmentation of ECD services, high numbers of unregistered ECD centres and inadequate ECD funding were the main barriers to policy implementation. The study recommends that the Eastern Cape provincial government uses systems theory to develop its provincial ECD implementation strategy. The framework of the ECD strategy should focus on the inputs, processes, outputs, and feedback process map. In this regard, inputs include human resources, infrastructure, funding, leadership and governance, data management, systems technology, and service delivery. Outputs, on the other hand, comprise service delivery (universally accessible ECD services, universal coverage of ECD services, parent participation, multisectoral ECD services and quality ECD services). Feedback indicates whether all infants, young children and their families are living in environments that are conducive to their optimal development or not. Should the implementation of the policy fail, corrections need to be made in the input or process stage or both stages. , Thesis (PhD) -- Faculty of Education, 2022
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- Date Issued: 2022-03
Parents and personnel’s partnership in early childhood education provisioning in the East London Education District
- Mudziwapasi, Lilymore https://orcid.org/0000-0002-7978-8499
- Authors: Mudziwapasi, Lilymore https://orcid.org/0000-0002-7978-8499
- Date: 2022-02
- Subjects: Education, Preschool -- Parent participation , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21700 , vital:51743
- Description: Early childhood development is fundamental to human development and success in later life. Several stakeholders influence that development. Developmental policies are advocating for formal education provision at that early childhood age. Therefore, relationships and interactions of these stakeholders are of paramount importance in ensuring effective early childhood education provisioning – especially between parents and practitioners. Yet it has been reported that sharing of information concerning children’s educational development is not happening between parents and ECD practitioners. ECD centres are said to face many problems such as poor teaching and learning which may result in weak childhood educational development. Some of these challenges can be addressed through enhancing the partnership between parents and the ECD practitioners. The purpose of this study was therefore to explore the parents and practitioners’ partnership in early childhood education provisioning in ECD centres in the East London district. This study used the mixed method approach in the sampling, data collection and data analysis processes. The study focused on the partnership between parents and ECD practitioners, on how they work together, their views, how they communicate, on decision making and the strategies to enhance the partnership of parents and practitioners. Research questions in this study required both qualitative and quantitative data and analysis techniques. Quantitative data was collected from the ECD practitioners and principals by using questionnaires and qualitative data was collected through interviews with the parents. Quantitative data was analysed using SPSS and qualitative data was analysed using the thematic approach. The findings indicated that both parents and practitioners are working together in supporting learning and development. Parents are said to provide resources for use at the centre. Parents and practitioners are using different modes of communication for the learning and development of the children, including technology-based WhatsApp and emails. Practitioners are said to include parents in some decision making. The results indicated that even though some parents are working together with practitioners, while other parents are still showing ignorance and lack of knowledge on how they can partner for the educational development of the children. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-02
- Authors: Mudziwapasi, Lilymore https://orcid.org/0000-0002-7978-8499
- Date: 2022-02
- Subjects: Education, Preschool -- Parent participation , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21700 , vital:51743
- Description: Early childhood development is fundamental to human development and success in later life. Several stakeholders influence that development. Developmental policies are advocating for formal education provision at that early childhood age. Therefore, relationships and interactions of these stakeholders are of paramount importance in ensuring effective early childhood education provisioning – especially between parents and practitioners. Yet it has been reported that sharing of information concerning children’s educational development is not happening between parents and ECD practitioners. ECD centres are said to face many problems such as poor teaching and learning which may result in weak childhood educational development. Some of these challenges can be addressed through enhancing the partnership between parents and the ECD practitioners. The purpose of this study was therefore to explore the parents and practitioners’ partnership in early childhood education provisioning in ECD centres in the East London district. This study used the mixed method approach in the sampling, data collection and data analysis processes. The study focused on the partnership between parents and ECD practitioners, on how they work together, their views, how they communicate, on decision making and the strategies to enhance the partnership of parents and practitioners. Research questions in this study required both qualitative and quantitative data and analysis techniques. Quantitative data was collected from the ECD practitioners and principals by using questionnaires and qualitative data was collected through interviews with the parents. Quantitative data was analysed using SPSS and qualitative data was analysed using the thematic approach. The findings indicated that both parents and practitioners are working together in supporting learning and development. Parents are said to provide resources for use at the centre. Parents and practitioners are using different modes of communication for the learning and development of the children, including technology-based WhatsApp and emails. Practitioners are said to include parents in some decision making. The results indicated that even though some parents are working together with practitioners, while other parents are still showing ignorance and lack of knowledge on how they can partner for the educational development of the children. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-02
Understanding educator-mediated conflict resolution in a preschool environment: the experiences and feelings of preschool educators
- Authors: Cakwe, Mandisa
- Date: 2006
- Subjects: Education, Preschool , Early childhood education , Preschool children , Conflict management
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2943 , http://hdl.handle.net/10962/d1002452 , Education, Preschool , Early childhood education , Preschool children , Conflict management
- Description: This thesis discusses the experiences and feelings of preschool educators when resolving situations of conflict between preschool children. Data was collected by means of semistructured individual interviews with preschool educators and a video recorder recording conflict situations among preschool children focusing on educator resolution strategies. Grounded theory was used as a data analysis technique to analyse the data collected. The analysis revealed that the preschool educators under study do not use mediation as a conflict resolution strategy but use various strategies that include, prevention, directive approach, arbitration, myths and threats and rules. Data analysis also revealed that these preschool educators encounter experiences and feelings before, while and after intervening in the conflict situations of children. These findings imply that preschool educators lack the professional skill of conflict resolution. This suggests an urgent need of restructuring of the preschool educator’s training to include conflict resolution training as one of their important component. Educators and parents also need to be consulted or involved in the process of restructuring the training.
- Full Text:
- Date Issued: 2006
- Authors: Cakwe, Mandisa
- Date: 2006
- Subjects: Education, Preschool , Early childhood education , Preschool children , Conflict management
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2943 , http://hdl.handle.net/10962/d1002452 , Education, Preschool , Early childhood education , Preschool children , Conflict management
- Description: This thesis discusses the experiences and feelings of preschool educators when resolving situations of conflict between preschool children. Data was collected by means of semistructured individual interviews with preschool educators and a video recorder recording conflict situations among preschool children focusing on educator resolution strategies. Grounded theory was used as a data analysis technique to analyse the data collected. The analysis revealed that the preschool educators under study do not use mediation as a conflict resolution strategy but use various strategies that include, prevention, directive approach, arbitration, myths and threats and rules. Data analysis also revealed that these preschool educators encounter experiences and feelings before, while and after intervening in the conflict situations of children. These findings imply that preschool educators lack the professional skill of conflict resolution. This suggests an urgent need of restructuring of the preschool educator’s training to include conflict resolution training as one of their important component. Educators and parents also need to be consulted or involved in the process of restructuring the training.
- Full Text:
- Date Issued: 2006
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