Exploring early childhood centre managers’ perceptions of their roles in promoting developmentally-appropriate physical environments in South Africa

Abstract

The aim of this research was to explore the roles of Early Childhood Centre managers in promoting developmentally appropriate physical environments for birth to four-yearold children in South Africa, and then draw implications on the quality of leadership in the centres. While significant studies have been conducted on the phenomenon globally, little has been published on how centre managers understand their roles in promoting developmentally appropriate physical environments for infants and toddlers. This research was based on Merton (1957)'s Role Theory. This was further paired with a structural-functionalism paradigm, where every individual's place and corresponding role in a social or organisational structure is appreciated. Five South African centre managers within rural communities of Gauteng North District were purposively sampled for this empirical investigation. A qualitative approach with case study design using semistructured interviews, spot observations and taking good quality photographs in collecting data was employed. Thematic data analysis was employed to analyse the collected data. The study established that some manager-participants were cognisant of their leadership role in constructing developmentally appropriate physical environments, whilst others were unaware or oblivious of their role and influence. In addition, results also allude to potential gaps in how centre managers understand and interpret policy and curricula to fashion and sustain developmentally appropriate physical environments amid contextual challenges. The researcher, therefore, recommended that the Education Department in the country develop a strategic plan to develop leadership skills in centre managers.

Global Perspectives on Leadership in Early Childhood Education

“…Such findings were realised and unfolded in accordance with the conduct that was observed from the participants' regular management of their centres. Modise (2021) suggests that it is unfortunate that most ECD centre managers find it difficult to understand national and international legislation and regulations regarding children's rights and protection. From the questions that were asked concerning their knowledge of the policy, the participants said:…”