Pub Date : 2022-04-26DOI: 10.4102/sajce.v12i1.1151
M. Makgamatha
Background: This article revisits the quality assurance (QA) processes instituted during the development of the Teacher Assessment Resources for Monitoring and Improving Instruction (TARMII) e-assessment tool. This tool was developed in response to evidence of a dearth in assessment expertise among South African teachers. The tool comprises a test builder and a repository of high-quality curriculum-aligned language item pool and administration-ready tests available for teacher usage to enhance learning. All assessment artefacts in the repository were subjected to QA processes prior to being field-tested and uploaded into the repository.Aim: The aim of this study was to extract from the assessment artefacts’ QA processes the lessons learned for possible development of language teachers’ assessment competence.Setting: The reported work is based on the TARMII tool development project, which was jointly carried out by the Human Sciences Research Council (HSRC) and the national education department in South Africa.Methods: Through employing an analytical reflective narrative approach, the article systematically retraces the steps followed in enacting the QA processes on the tool’s assessment artefacts. These steps include the recruitment of suitably qualified and experienced assessment quality assurers, the training they had received and the actual review of the various assessment artefacts. The QA processes were enacted with the aim of producing high-quality assessment artefacts.Results: The language tests and item pool QA processes enacted are explained, followed by an explication of the lessons learned for language teachers’ assessment writing and test development for the South African schooling context.Conclusion: A summary of the article is provided in conclusion.
{"title":"Quality assurance processes of language assessment artefacts and the development of language teachers’ assessment competence","authors":"M. Makgamatha","doi":"10.4102/sajce.v12i1.1151","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1151","url":null,"abstract":"Background: This article revisits the quality assurance (QA) processes instituted during the development of the Teacher Assessment Resources for Monitoring and Improving Instruction (TARMII) e-assessment tool. This tool was developed in response to evidence of a dearth in assessment expertise among South African teachers. The tool comprises a test builder and a repository of high-quality curriculum-aligned language item pool and administration-ready tests available for teacher usage to enhance learning. All assessment artefacts in the repository were subjected to QA processes prior to being field-tested and uploaded into the repository.Aim: The aim of this study was to extract from the assessment artefacts’ QA processes the lessons learned for possible development of language teachers’ assessment competence.Setting: The reported work is based on the TARMII tool development project, which was jointly carried out by the Human Sciences Research Council (HSRC) and the national education department in South Africa.Methods: Through employing an analytical reflective narrative approach, the article systematically retraces the steps followed in enacting the QA processes on the tool’s assessment artefacts. These steps include the recruitment of suitably qualified and experienced assessment quality assurers, the training they had received and the actual review of the various assessment artefacts. The QA processes were enacted with the aim of producing high-quality assessment artefacts.Results: The language tests and item pool QA processes enacted are explained, followed by an explication of the lessons learned for language teachers’ assessment writing and test development for the South African schooling context.Conclusion: A summary of the article is provided in conclusion.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47254647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-21DOI: 10.4102/sajce.v12i1.1117
Godfrey Ejuu,Victor Locoro,Miria Nandera,Martin Omoding,Lenard W. Mafabi,George W. Kutosi,Irene Kharono
Background: Most innovations that would help to provide inclusive home-based early learning for children in marginalised communities sometimes collapse when the funders pull out. One of the reasons for this has been lack of information on the dynamics in such communities that can help to sustain such innovations.Aim: This study aimed to provide information on what communities in the study area know, their attitude and practices that can sustain home-based early learning initiatives.Setting: The study setting was in rural districts with marginalised communities, two in eastern and the other two in central Uganda.Methods: This study uses an exploratory approach to collect data through interviews and focus group discussions in the selected Ugandan communities. Data were collected from 120 purposively sampled parents, caregivers and teachers using in-depth interviews.Results: (1) Participants support the establishment of inclusive home learning centres and already have learning expectations of their children by the age of 6 years. (2) While women are more available for early childhood care services, men are supportive of inclusive education. (3) Cases of children with special needs are more prevalent in the study area, suggesting that many more could be found than currently known.Conclusion: The study concludes that communities have preferences for some activities carried out in the centres if established. This study provides an advance information that is useful for planning by agencies and government departments that may want to support establishment of such centres in marginalised communities.
{"title":"Community’s knowledge, attitude and practices towards inclusive home based early childhood education in Uganda: Lessons for scaling deep","authors":"Godfrey Ejuu,Victor Locoro,Miria Nandera,Martin Omoding,Lenard W. Mafabi,George W. Kutosi,Irene Kharono","doi":"10.4102/sajce.v12i1.1117","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1117","url":null,"abstract":"Background: Most innovations that would help to provide inclusive home-based early learning for children in marginalised communities sometimes collapse when the funders pull out. One of the reasons for this has been lack of information on the dynamics in such communities that can help to sustain such innovations.Aim: This study aimed to provide information on what communities in the study area know, their attitude and practices that can sustain home-based early learning initiatives.Setting: The study setting was in rural districts with marginalised communities, two in eastern and the other two in central Uganda.Methods: This study uses an exploratory approach to collect data through interviews and focus group discussions in the selected Ugandan communities. Data were collected from 120 purposively sampled parents, caregivers and teachers using in-depth interviews.Results: (1) Participants support the establishment of inclusive home learning centres and already have learning expectations of their children by the age of 6 years. (2) While women are more available for early childhood care services, men are supportive of inclusive education. (3) Cases of children with special needs are more prevalent in the study area, suggesting that many more could be found than currently known.Conclusion: The study concludes that communities have preferences for some activities carried out in the centres if established. This study provides an advance information that is useful for planning by agencies and government departments that may want to support establishment of such centres in marginalised communities.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"66 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-14DOI: 10.4102/sajce.v12i1.1176
Sattiavany Veerabudren,Alta Kritzinger,Savila T. Ramasawmy,Salome Geertsema,Mia Le Roux
No abstract available.
没有摘要。
{"title":"Corrigendum: Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius","authors":"Sattiavany Veerabudren,Alta Kritzinger,Savila T. Ramasawmy,Salome Geertsema,Mia Le Roux","doi":"10.4102/sajce.v12i1.1176","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1176","url":null,"abstract":"No abstract available.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"4 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.4102/sajce.v12i1.1072
S. Erasmus, R. van Eeden, Ilse Ferns
been associated with improved academic performance, intrapersonal skills and the quality of interpersonal relationships (Durlak et al. 2011). Problematic behaviours, on the other hand, have reportedly decreased. According to various authors (e.g. Salovey, Mayer & Caruso 2002; Zins et al. 2004), the ideal is a long-term intervention that involves various role players. Durlak et al. (2011) also refer to the importance of adequate time for skills development. Zeidner, Roberts and Matthews (2002) regard the school context as favourable for the teaching and learning of emotional skills. Given the relation between emotional skills and academic performance, social and emotional learning programmes could potentially reduce achievement Background: A healthy classroom climate has been related to the socioemotional development of learners. This, in turn, has been associated with an increase in academic success, intrapersonal skills and the quality of interpersonal relationships. Aim: This study aimed to investigate the impact of classroom climate on the emotional intelligence (EI) levels of South African primary school learners. The aim was also to determine which classroom factors promote, and which inhibit the development of EI. Setting: A purposive sample of 119 primary school learners from six classes in two government schools in Durban, Kwazulu-Natal was drawn. Ethical clearance and permission for the study were obtained from the relevant stake holders. Informed consent was obtained from the parents or guardians as well as the participants. Methods: The My Class Inventory (short form) (MCI-SF) and the Trait Emotional Intelligence Questionnaire (Child Short Form) (TEIQue-CSF) were administered. The former is a measure of classroom climate. Relations between classroom climate factors and EI were explored by means of Pearson’s correlations and stepwise multiple regression analysis. ANOVA and Kruskal-Wallis tests were used to compare the performance of the learners in the different classes in terms of these variables. Results: Results indicated a strong relation between classroom climate and EI; satisfaction and cohesiveness correlated positively with EI levels, whilst friction , competitiveness and difficulty correlated negatively with EI levels. Conclusion: The results contribute to the understanding of the development of a positive classroom climate. Intervention at classroom level might be a more viable option in resource-strapped contexts.
{"title":"Classroom factors that contribute to emotional intelligence in the case of primary school learners","authors":"S. Erasmus, R. van Eeden, Ilse Ferns","doi":"10.4102/sajce.v12i1.1072","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1072","url":null,"abstract":"been associated with improved academic performance, intrapersonal skills and the quality of interpersonal relationships (Durlak et al. 2011). Problematic behaviours, on the other hand, have reportedly decreased. According to various authors (e.g. Salovey, Mayer & Caruso 2002; Zins et al. 2004), the ideal is a long-term intervention that involves various role players. Durlak et al. (2011) also refer to the importance of adequate time for skills development. Zeidner, Roberts and Matthews (2002) regard the school context as favourable for the teaching and learning of emotional skills. Given the relation between emotional skills and academic performance, social and emotional learning programmes could potentially reduce achievement Background: A healthy classroom climate has been related to the socioemotional development of learners. This, in turn, has been associated with an increase in academic success, intrapersonal skills and the quality of interpersonal relationships. Aim: This study aimed to investigate the impact of classroom climate on the emotional intelligence (EI) levels of South African primary school learners. The aim was also to determine which classroom factors promote, and which inhibit the development of EI. Setting: A purposive sample of 119 primary school learners from six classes in two government schools in Durban, Kwazulu-Natal was drawn. Ethical clearance and permission for the study were obtained from the relevant stake holders. Informed consent was obtained from the parents or guardians as well as the participants. Methods: The My Class Inventory (short form) (MCI-SF) and the Trait Emotional Intelligence Questionnaire (Child Short Form) (TEIQue-CSF) were administered. The former is a measure of classroom climate. Relations between classroom climate factors and EI were explored by means of Pearson’s correlations and stepwise multiple regression analysis. ANOVA and Kruskal-Wallis tests were used to compare the performance of the learners in the different classes in terms of these variables. Results: Results indicated a strong relation between classroom climate and EI; satisfaction and cohesiveness correlated positively with EI levels, whilst friction , competitiveness and difficulty correlated negatively with EI levels. Conclusion: The results contribute to the understanding of the development of a positive classroom climate. Intervention at classroom level might be a more viable option in resource-strapped contexts.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49464472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-29DOI: 10.4102/sajce.v12i1.1043
Ntokozo S. Mkhize-Mthembu
Background: This article describes my exploration of social and emotional learning as a primary school teacher in a Grade 4 classroom.Aim: This article aimed to illuminate how I improved my teaching practice through valuing and listening to children’s voices.Setting: I am a teacher at a primary school in the Umlazi education district, KwaZulu-Natal Province, South Africa. As a PhD candidate, I explored social and emotional learning in a Grade 4 classroom from a scholarly perspective.Method: I present a detailed description of the methodological interactions and the theoretical underpinning that guided my interactions with the Grade 4 study participants. I documented the lessons, which were audio-recorded and photographed, in my teaching development portfolio. By employing self-study research and adopting a sociocultural theoretical perspective, I explored the principles of social justice. The importance of working collaboratively with children in a primary school educational setting to make sense of both the teacher’s and the learners’ collective and individual experiences is emphasised. The methodology included working with critical friends to help me uncover different ways of making sense of my research and to enhance my own learning about teaching.Results: The findings affirm that young children’s voices need to be foregrounded to enhance teaching and learning practices. Children’s dignity and perspectives need to be acknowledged as they are the key contributors to and recipients of educational processes.Conclusion: The study affirms the importance of crediting young learners’ diverse perspectives and lived experiences in classroom interactions and asserts that this obligates teachers to listen to children emotively and consciously.
{"title":"Finding myself by involving children in self-study research methodology: A gentle reminder to live freely","authors":"Ntokozo S. Mkhize-Mthembu","doi":"10.4102/sajce.v12i1.1043","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1043","url":null,"abstract":"Background: This article describes my exploration of social and emotional learning as a primary school teacher in a Grade 4 classroom.Aim: This article aimed to illuminate how I improved my teaching practice through valuing and listening to children’s voices.Setting: I am a teacher at a primary school in the Umlazi education district, KwaZulu-Natal Province, South Africa. As a PhD candidate, I explored social and emotional learning in a Grade 4 classroom from a scholarly perspective.Method: I present a detailed description of the methodological interactions and the theoretical underpinning that guided my interactions with the Grade 4 study participants. I documented the lessons, which were audio-recorded and photographed, in my teaching development portfolio. By employing self-study research and adopting a sociocultural theoretical perspective, I explored the principles of social justice. The importance of working collaboratively with children in a primary school educational setting to make sense of both the teacher’s and the learners’ collective and individual experiences is emphasised. The methodology included working with critical friends to help me uncover different ways of making sense of my research and to enhance my own learning about teaching.Results: The findings affirm that young children’s voices need to be foregrounded to enhance teaching and learning practices. Children’s dignity and perspectives need to be acknowledged as they are the key contributors to and recipients of educational processes.Conclusion: The study affirms the importance of crediting young learners’ diverse perspectives and lived experiences in classroom interactions and asserts that this obligates teachers to listen to children emotively and consciously.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41848739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-25DOI: 10.4102/sajce.v12i1.1092
Megha Mohan, Reenu Celshiya, Sudhin Karuppali, J. Bhat, M. Anil
Background: Pretend play is a form of play that involves nonliteral actions. There are limited studies reporting the developmental trends of pretend play behaviours of typically developing pre-schoolers. This knowledge would be beneficial in the early identification of deviations in pre-schoolers who have or are at risk of developing developmental disabilities.Aim: The present study aimed to describe the developmental trends in pretend play skills across different age groups of pre-schoolers. The study also aimed to understand the differential patterns in pretend play observed across the Free Play and Structured Toy Play scenarios.Setting: This study was conducted on pre-schoolers in a classroom of the school.Method: The study followed a cross-sectional study design. Forty-eight participants were recruited for the study and were divided into four groups. A video recording of the child’s pretend play skills was recorded using a Sony-HDRCX405 camcorder in Free Play and Structured Toy Play scenarios. The recorded video was coded and analysed for the occurrence of pretend play skills using the Play in Early Childhood Evaluation System (PIECES) coding scheme.Results: The study results depict a developmental trend in the occurrences of pretend play skills in pre-schoolers. It also emphasises the importance of amalgamation of Structured Toy Play and Free Play scenarios for the child’s holistic development because of the unique benefits of each scenario.Conclusion: The study findings could help in the formulation of Individualised Education Programme objectives for typically developing children and children with developmental disabilities involving play, thus enabling these children experience normalised, contextually pertinent experiences like their peers.
{"title":"Pretend play in pre-schoolers: Need for structured and free play in pre-schools","authors":"Megha Mohan, Reenu Celshiya, Sudhin Karuppali, J. Bhat, M. Anil","doi":"10.4102/sajce.v12i1.1092","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1092","url":null,"abstract":"Background: Pretend play is a form of play that involves nonliteral actions. There are limited studies reporting the developmental trends of pretend play behaviours of typically developing pre-schoolers. This knowledge would be beneficial in the early identification of deviations in pre-schoolers who have or are at risk of developing developmental disabilities.Aim: The present study aimed to describe the developmental trends in pretend play skills across different age groups of pre-schoolers. The study also aimed to understand the differential patterns in pretend play observed across the Free Play and Structured Toy Play scenarios.Setting: This study was conducted on pre-schoolers in a classroom of the school.Method: The study followed a cross-sectional study design. Forty-eight participants were recruited for the study and were divided into four groups. A video recording of the child’s pretend play skills was recorded using a Sony-HDRCX405 camcorder in Free Play and Structured Toy Play scenarios. The recorded video was coded and analysed for the occurrence of pretend play skills using the Play in Early Childhood Evaluation System (PIECES) coding scheme.Results: The study results depict a developmental trend in the occurrences of pretend play skills in pre-schoolers. It also emphasises the importance of amalgamation of Structured Toy Play and Free Play scenarios for the child’s holistic development because of the unique benefits of each scenario.Conclusion: The study findings could help in the formulation of Individualised Education Programme objectives for typically developing children and children with developmental disabilities involving play, thus enabling these children experience normalised, contextually pertinent experiences like their peers.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42801546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-10DOI: 10.4102/sajce.v12i1.1119
Amani Karisa, Chantal Samuels, B. Watermeyer, J. Mckenzie, R. Vergunst
Background: South Africa has migrated the responsibility for early childhood development (ECD) centres from the Department of Social Services to the Department of Basic Education. This functional shift has ushered in consultations and discussions on how best to implement ECD, including opportunities the change may bring. Aim: By anchoring the understanding of ECD services in nurturing care, this study aimed to elucidate the provision of appropriate, inclusive services in early childhood development, including early childhood intervention, for children with disabilities in South Africa against the backdrop of the migration of services from one government ministry to another. Methods: This is an analytical article based on South African literature on ECD services, including interventions, with particular attention to children with disabilities, basing our understanding of these services in nurturing care. Results: We elucidate how the ideals of the Nurturing Care Framework can be achieved in the context of children with disabilities in South Africa using five themes: the need to localise services, developing tools and strategies for screening and early intervention, enhancing the efficacy of caregivers, supporting and training staff and collaborations. Conclusion: It is necessary to empower caregivers and professionals to address early childhood intervention and ECD needs of children with disabilities. Early childhood development centres are an important context for nurturing care, providing opportunities to promote and sustain health amongst a large number of children. Considering the function shift of ECD services in South Africa, these centres are well positioned to further nurturing care to children with disabilities through the provision of supportive environments that promote health and well-being.
{"title":"Priorities for access to early childhood development services for children with disabilities in South Africa","authors":"Amani Karisa, Chantal Samuels, B. Watermeyer, J. Mckenzie, R. Vergunst","doi":"10.4102/sajce.v12i1.1119","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1119","url":null,"abstract":"Background: South Africa has migrated the responsibility for early childhood development (ECD) centres from the Department of Social Services to the Department of Basic Education. This functional shift has ushered in consultations and discussions on how best to implement ECD, including opportunities the change may bring. Aim: By anchoring the understanding of ECD services in nurturing care, this study aimed to elucidate the provision of appropriate, inclusive services in early childhood development, including early childhood intervention, for children with disabilities in South Africa against the backdrop of the migration of services from one government ministry to another. Methods: This is an analytical article based on South African literature on ECD services, including interventions, with particular attention to children with disabilities, basing our understanding of these services in nurturing care. Results: We elucidate how the ideals of the Nurturing Care Framework can be achieved in the context of children with disabilities in South Africa using five themes: the need to localise services, developing tools and strategies for screening and early intervention, enhancing the efficacy of caregivers, supporting and training staff and collaborations. Conclusion: It is necessary to empower caregivers and professionals to address early childhood intervention and ECD needs of children with disabilities. Early childhood development centres are an important context for nurturing care, providing opportunities to promote and sustain health amongst a large number of children. Considering the function shift of ECD services in South Africa, these centres are well positioned to further nurturing care to children with disabilities through the provision of supportive environments that promote health and well-being.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42364314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-28DOI: 10.4102/sajce.v12i1.1054
Nurina Ally, Rubeena Parker, Tess N. Peacock
Background: Litigation has been utilised to advance a range of socio-economic rights in post-apartheid South Africa, including the right to basic education. Nonetheless, there has not been significant litigation or sustained broad-based mobilisation around issues impacting the early childhood development (ECD) sector in the democratic era. The coronavirus disease 2019 (COVID-19) pandemic, however, saw some ECD stakeholders turning to the courts to advocate for their survival, as well as to mobilise and advocate for sector reforms. Aim: This article aimed to critically reflect on the role of litigation and social mobilisation in advancing the right to ECD during and beyond the COVID-19 pandemic. Setting: The article assesses two South African cases with national implications. Methods: The article critically assesses two South African cases relating to ECD during the pandemic. At the time of writing, these were the only South African judgements specifically relating to the impact of COVID-19 on the ECD sector. Results: The two cases played an important role in: (1) reopening the ECD sector during the pandemic;and (2) making efforts to ensure that the sector could remain open. However, the cases were not based on a holistic rights-based approach to ECD, which remains an area for further development. Conclusion: The article concludes that litigation may play a significant role in advancing children’s rights to ECD, particularly as a complement to broader social mobilisation strategies. The cases highlight the (1) need and potential for building a holistic rights-based foundation of ECD jurisprudence post the pandemic;and (2) strategic use of litigation interventions as part of broader mobilisation strategies.
{"title":"Litigation and social mobilisation for early childhood development during COVID-19 and beyond","authors":"Nurina Ally, Rubeena Parker, Tess N. Peacock","doi":"10.4102/sajce.v12i1.1054","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1054","url":null,"abstract":"Background: Litigation has been utilised to advance a range of socio-economic rights in post-apartheid South Africa, including the right to basic education. Nonetheless, there has not been significant litigation or sustained broad-based mobilisation around issues impacting the early childhood development (ECD) sector in the democratic era. The coronavirus disease 2019 (COVID-19) pandemic, however, saw some ECD stakeholders turning to the courts to advocate for their survival, as well as to mobilise and advocate for sector reforms. Aim: This article aimed to critically reflect on the role of litigation and social mobilisation in advancing the right to ECD during and beyond the COVID-19 pandemic. Setting: The article assesses two South African cases with national implications. Methods: The article critically assesses two South African cases relating to ECD during the pandemic. At the time of writing, these were the only South African judgements specifically relating to the impact of COVID-19 on the ECD sector. Results: The two cases played an important role in: (1) reopening the ECD sector during the pandemic;and (2) making efforts to ensure that the sector could remain open. However, the cases were not based on a holistic rights-based approach to ECD, which remains an area for further development. Conclusion: The article concludes that litigation may play a significant role in advancing children’s rights to ECD, particularly as a complement to broader social mobilisation strategies. The cases highlight the (1) need and potential for building a holistic rights-based foundation of ECD jurisprudence post the pandemic;and (2) strategic use of litigation interventions as part of broader mobilisation strategies.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42915335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-25DOI: 10.4102/sajce.v12i1.1026
Elizabeth W. Le Roux, Renata Eccles, Shabnam Abdoola, M. Graham, J. van der Linde
mobile resources may lead to improved usage of the application.
移动资源可以改善应用程序的使用。
{"title":"The effect of a parental mHealth resource on language outcomes in 4- to 5-year-old children","authors":"Elizabeth W. Le Roux, Renata Eccles, Shabnam Abdoola, M. Graham, J. van der Linde","doi":"10.4102/sajce.v12i1.1026","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1026","url":null,"abstract":"mobile resources may lead to improved usage of the application.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44908730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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