Data practices and inequality in South African early childhood development policy: Technocratic management versus social transformation

Rudolph, Norma; Millei, Zsuzsa; Alasuutari, Maarit

doi:10.4102/sajce.v9i1.756

Cited by 4 publications

(5 citation statements)

References 34 publications

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“…Restrictions on welfare subsidies for black children were imposed as a result of limits on parental income, while well-funded government preschools were available only in the white education system (Nel 2007 ). Thus, most black children had limited access to education and often relied on paid childcare centres within the community catering for children aged 3–6 years (Rudolph, Millei & Alasuutari 2019 ).…”

Section: Contextual Backgroundmentioning

confidence: 99%

“…This policy continues to promote the notion that ECE is ‘about centre-based policy … for children 3–5 years of age despite the comprehensive nature of the integrated policy (Shung-King et al 2019 :72). Rudolph et al ( 2019 ) notice that the state’s technocratic approach to using data practices when prioritising solutions for ECE does not facilitate the required social change.…”

Section: Do States Only Have a ‘Regulatory’ Duty In Relation To Early...mentioning

confidence: 99%

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Implementing early childhood education for children with disabilities in South Africa and Kenya

Clark,

Holness,

Nyamadzawo

et al. 2024

African Journal of Disability

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Background: The immediate implementation of early childhood education (ECE) for children with disabilities in South Africa and Kenya has been impeded by obstacles. Major gaps in implementation remain. We investigate, firstly, the widely held, but in our view fallacious, belief that the implementation of inclusive ECE can be progressively realised only when there are available resources. Secondly, we examine the other fallacious belief that children with severe and profound intellectual disabilities are ineducable, and thirdly, the belief that the provision of inclusive ECE is merely a regulatory governmental function, implying that accessibility and reasonable accommodation requirements for children with disabilities do not rest primarily on the state.Objectives: This study aimed to investigate the gaps in both countries between the policies and legislation and effective implementation, to show that these gaps are exacerbated by the perpetuation of these fallacious beliefs and by information vacuums at governmental level.Method: A critical analysis of inclusive ECE was undertaken on relevant law and policy processes in both countries to expose both governments’ reasons for their lack of effective implementation of inclusive ECE.Results: The factors contributing to the lack of immediate and significant implementation of inclusive ECE for children with disabilities in both countries have been investigated.Conclusion: Accountability and transparency need to be implemented at the governance level to ensure that both governments fully implement and prioritise inclusive ECE.Contribution: This article establishes that mistaken premises and information vacuums may be used by governments in an attempt to renege on their international and constitutional obligations to implement inclusive ECE.

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Section: Contextual Backgroundmentioning

confidence: 99%

Section: Do States Only Have a ‘Regulatory’ Duty In Relation To Early...mentioning

confidence: 99%

Implementing early childhood education for children with disabilities in South Africa and Kenya

Clark,

Holness,

Nyamadzawo

et al. 2024

African Journal of Disability

View full text Add to dashboard Cite

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“…Literature reveals that most ECD centres in underprivileged communities experience low living standards that stem from the historical neglect of people living in underprivileged contexts, which has resulted in severe social inequalities (Rudolph et al, 2019;Ebrahim & Pascal, 2016;UNESCO, 2014). Such low living standards and inequalities contribute to a lack of synergy between stakeholders and prompt ECD centre managers to work in silos.…”

Section: Theme 3: Ecd Centre Managers Working In Silosmentioning

confidence: 99%

Global Perspectives on Leadership in Early Childhood Education

2023

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Global Perspectives on Leadership in Early Childhood Education aims to improve leadership and management in Early Childhood Education and Care (ECEC) settings through research evidence. Written for a wide audience, including the academic community, policymakers, practitioners, teachers, directors, and professionals, the book provides knowledge and tools to enhance the ECEC sector. Divided into three thematic sections, the book examines the theory of leadership in ECEC, strategies for improving professional development, and the governance and policies related to ECEC leadership worldwide. In its 16 chapters that blend theoretical and practical perspectives, the book addresses diverse topics, such as pedagogical leadership in different countries, peer mentoring, and the utilization of digital technology in early childhood education. The volume draws upon collaboration through the International Leadership Research Forum in Early Childhood (ILRF–EC) and encompasses contributions from across the world, from South Africa to Norway, Palestine, Australia, Finland, and beyond. By incorporating different contexts and viewpoints, Global Perspectives on Leadership in Early Childhood Education makes a significant and timely contribution to the field of education.

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“…Whilst there is evidence that the teaching of pre-literacy skills is important for later literacy development, the concern is that ECCE literacy programmes seem to be moving away from the original supporting goals of promoting children's rights, needs and participation in quality ECCE provisioning (Rudolph, Millei & Alasuutari 2019). The focus appears to be on teaching a specific set of knowledge and skills, implying a single and linear standard of development and learning.…”

Section: Teachers Early Literacy Practicesmentioning

confidence: 99%

Everyday literacy practices: Normalising the school literate child

Martin

2021

South African Journal of Childhood Education

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Background: One can argue that literacy practices work to produce forms of literacy knowledge and literate children in early childhood contexts. However, one needs to interrogate how these literacy practices create technologies of power that construct and normalise the school ready literate child.Aim: The ethnographic study employed in this article explored everyday literacy practices in early childhood contexts that were considered ‘usual’, the kinds of literate children these practices engendered and its normalising effects on children and teachers.Settings: The study was conducted in two early childhood centres with two early childhood teachers and teaching children between the ages of 3 and 4.Methods: The study was qualitative in nature and used participant observation. A genealogical analysis of literacy practices showed how technologies of power were embodied in different literacy practices that worked to construct and normalise the school ready child in different ways.Results: The findings revealed that everyday literacy practices were used to produce a literate child through disciplinary processes of observation, normalisation and examination. These literacy practices operated in covert ways where school readiness was tied to educational success. However, during this process of normalisation, children began to [re]position themselves within the literacy space, showing individual agency and self-regulation.Conclusion: Although the findings of this study are not generalisable, it has implications for how literacy and literacy practices are conceptualised in early childhood settings. This article advocates a reconceptualisation of school readiness by questioning embedded practices within the competence model of school readiness and calls for the early childhood field to dissect incisively what and who are advantaged and disadvantaged through early literacy practices.

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Data practices and inequality in South African early childhood development policy: Technocratic management versus social transformation

Cited by 4 publications

References 34 publications

Implementing early childhood education for children with disabilities in South Africa and Kenya

Implementing early childhood education for children with disabilities in South Africa and Kenya

Global Perspectives on Leadership in Early Childhood Education

Everyday literacy practices: Normalising the school literate child

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