The home environment and parental involvement of preschoolers in Philippi, a low-income area: Do they hinder or support early learning?

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH South African Journal of Childhood Education Pub Date : 2022-06-20 DOI:10.4102/sajce.v12i1.1055
Amiena Bayat, Siphe Madyibi
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引用次数: 1

Abstract

Background: Successful interventions targeting families can only occur through informed research findings. It is important that policymakers understand the unique household dynamics that low-income households face and the kinds of assistance they need to foster early learning and development at home. Aim: To investigate the extent of parental involvement in the early learning of preschoolers in Philippi and the role of the home environment in promoting or hindering early learning and development. Setting: This study was conducted in Philippi, one of the biggest poor urban settlements in the city of Cape Town, South Africa. Methods: The researcher visited 20 early childhood development (ECD) facilities and 40 caregivers in Philippi. Face-to-face interviews were conducted with the ECD principals, practitioners and caregivers. Results: The analysis of the results of the study revealed that, for the most part, preschoolers in Philippi live in household environments that do not encourage or support early learning and development. Moreover, parental involvement in such preschoolers is limited by the parents’ unwillingness or inability to take up opportunities for involvement in the facility and to regularly engage in stimulation activities at home. Conclusion: Given their low-income, low-educational status and general lack, parents need a clearer framework on how to become involved and how to provide a conducive household learning environment to preschoolers.
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菲律宾低收入地区学龄前儿童的家庭环境和家长参与:他们是否阻碍或支持早期学习?
背景:成功的针对家庭的干预措施只能通过知情的研究结果来实现。重要的是,政策制定者必须了解低收入家庭面临的独特家庭动态,以及他们需要什么样的援助来促进家庭的早期学习和发展。目的:调查父母参与菲律宾学龄前儿童早期学习的程度,以及家庭环境在促进或阻碍早期学习和发展中的作用。环境:本研究在菲律宾进行,这是南非开普敦最大的贫困城市定居点之一。方法:研究人员访问了菲律宾的20个早期儿童发展(ECD)设施和40名护理人员。与幼儿发展负责人、从业员和护理人员进行了面对面访谈。结果:对研究结果的分析显示,在大多数情况下,菲律宾的学龄前儿童生活在不鼓励或支持早期学习和发展的家庭环境中。此外,父母对这些学龄前儿童的参与受到限制,因为父母不愿意或没有能力利用参与设施的机会,并定期在家中参与刺激活动。结论:考虑到他们的低收入、低教育水平和普遍缺乏,父母需要一个更清晰的框架,关于如何参与,以及如何为学龄前儿童提供一个有利的家庭学习环境。
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
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