A5037737834- Early Childhood Education and Development
- Poverty, Education, and Child Welfare
- Children's Rights and Participation
- Education Systems and Policy
- Child and Adolescent Health
- Educational and Psychological Assessments
- Family and Disability Support Research
- Teacher Education and Leadership Studies
- Infant Development and Preterm Care
- Social Work Education and Practice
- Language Development and Disorders
- School Health and Nursing Education
- Gender Roles and Identity Studies
- Education Discipline and Inequality
- Cognitive and developmental aspects of mathematical skills
- Spatial Cognition and Navigation
- Child Development and Digital Technology
- Parental Involvement in Education
- Child Nutrition and Water Access
- Ethics and Legal Issues in Pediatric Healthcare
- Architecture, Design, and Social History
University of Cape Town
2022-2023
Education and Early Childhood Development
2022
Stellenbosch University
2022
Western Cape Department of Health
2022
Edge Technologies (United States)
2019-2021
Right to Care
2018
Care Resource
2013
Research ICT Africa
2009
In December 2018, the South African 24-hour movement guidelines for birth to 5 years were released. This article describes process used develop these guidelines.The Grading of Recommendations Assessment, Development, and Evaluation-ADOLOPMENT approach was followed, with some pragmatic adaptions, using Australian early as a starting point. A consensus panel, including stakeholders in childhood development academics, formed assist process.At face-to-face meeting global local literatures...
Abstract In contexts of extreme inequality in terms resources, power and privilege, such as South Africa, students preparing to enter caring professions need develop the capacity become critical, thinking people. This would include imagination, a desire for learning, respect recognition, democratic practice across racial class differences. A Participatory Learning Action (PLA) approach provides valuable basis from which can engage experiential learning about differences inequalities....
Abstract Background Assessment of early childhood development programme effectiveness in South Africa is hampered by a lack suitable measures that account for variations cultural and socio‐economic backgrounds can be administered non‐professionals. This contribution reports the standardisation African Early Learning Outcomes Measure (ELOM), an instrument designed population level monitoring developmental status children aged 50–69 months evaluation learning programmes. Methods The ELOM was...
The recent Covid‐19 global health pandemic has negatively affected the political and economic development of communities around world. This article shares lessons from our multi‐country project Safe, Inclusive Participative Pedagogy: Improving Early Childhood Education in Fragile Contexts (UKRI GCRF) on how children Brazil, Eswatini, South Africa, Scotland have experienced effects pandemic. benefits having co‐authors various countries, bringing their own located knowledge to considerations...
Research Findings: Community-based playgroups in low-and-middle-income countries increase access to early learning at lower cost than centers. However, evidence of effectiveness is limited. The effects one, two, or three playgroup sessions per week on children's performance the Early Learning Outcome Measure (ELOM) (n = 112; baseline M 55.32 months) were investigated using a quasi-experimental design. Data home environments was obtained from primary caregivers, and program staff provided...
Innovation in education goes beyond curriculum and content delivery. We also must look for ways to ensure that how we assess our programs is relevant current.
In line with United Nations Sustainable Development Goal (SDG) 4.2, South Africa’s National Plan commits to providing high-quality early childhood education all children by 2030 drive improved child outcomes. Prior 2016, Africa lacked reliable, locally standardised, valid, and cross-culturally fair assessment tools for measuring preschool quality outcomes, suitable use at scale within a resource-constrained context. this paper we detail the development evolution of suite learning measurement...
Abstract Early childhood has increasingly been acknowledged as a vital time for all children. Inclusive and quality education is part of the United Nations Sustainable Development Goals, with further specification that children have access to pre‐primary education. As early (ECE) expanded worldwide, so concerns about ECE provision, including whether its pedagogy culturally meaningful contextually appropriate. While these issues are much debated in themselves, often missing key stakeholder...
The Constitution of the Republic South Africa 1996, and early childhood development policy, legislation regulations prioritise best interests child. United Nations Committee on Rights Child General Comment 7 provides guidance how should be applied for young children to protect their rights promote survival, protection, development, as well measures support assist parents others responsible realising children’s rights. ECD regulatory framework defines quality standards monitoring is...
In the initial phases of COVID-19 epidemic in South Africa, children experienced relative neglect, as they were deemed to be at low risk for contracting and spreading infection. Overwhelmed by adult infections, health system responded slowly children’s complex needs brought about epidemic. This in-depth case study outlines impacts on child Western Cape, subsequent remediating responses. The draws multiple data sources including routine data, examples organisational responses, experiential...
LINDA BIERSTEKER AND BERYL HERMANUS report on the Early Learning Resource Unit's anti-bias education programme in pre-schools and effects it has had teachers children