Leadership and Stakeholder Involvement in Creating a Non-Violent Early Childhood Development (ECD) School Environment in South Africa

Matshediso Rebecca Modise
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引用次数: 1

Abstract

This chapter seeks to consider strategies and means that early childhood development (ECD) leadership in South Africa can use to create a non-violent environment at ECD centers and in the foundation phase in primary schools. In South Africa, ECD is defined as a term indicating the procedures under which children from birth to nine years of age grow and flourish emotionally, morally, socially, physically, and spiritually. The chapter focuses on Pre-Grade 1 to Grade 3 environments. It also addresses the roles that relevant stakeholders can play in support of school leadership in the creation of a violent-free environment. The research is guided by Bronfenbrenner's ecological systems theory. Since early childhood is a sensitive and impressionable stage in children's lives, a living, supportive atmosphere as well as an enabling social setting is essential to ensure their complete development. This requires the involvement of all stakeholders (school governing bodies), especially members of the schools' leadership teams in considering policy.
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领导和利益相关者参与创建南非非暴力儿童早期发展(ECD)学校环境
本章旨在考虑南非儿童早期发展(ECD)领导层可以用来在儿童早期发展中心和小学基础阶段创造非暴力环境的战略和手段。在南非,幼儿发展被定义为一个术语,指的是儿童从出生到9岁在情感、道德、社会、身体和精神上成长和繁荣的过程。本章重点介绍一年级到三年级的学习环境。它还讨论了相关利益攸关方在支持学校领导创造无暴力环境方面可以发挥的作用。本研究以布朗芬布伦纳的生态系统理论为指导。由于幼儿期是儿童生命中一个敏感和易受影响的阶段,因此一个充满活力和支持性的气氛以及有利的社会环境对于确保他们的全面发展至关重要。这需要所有利益相关者(学校管理机构)的参与,特别是学校领导团队成员在考虑政策时的参与。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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