The impact of COVID-19 on the holistic development of young South African at-risk children in three early childhood care and education centres in a rural area

Abstract

Early childhood care and education (ECCE) has gained recognition as an important means of promoting the holistic development of the inseparable social, emotional, cognitive and physical facets of education in the early childhood years. Since early childhood development poses challenges to many young children, the prolonged mandatory closure of ECCE centres during the national lockdown exposed many young children to the additional risk of being deprived of the continuity of learning, security, health and safety. This article draws from a research project in three Bafenyi ECCE centres in the rural area of Ikageng (Potchefstroom) in the NorthWest province of South Africa and focuses on how COVID-19 influences the holistic development of young children at risk. A qualitative approach was taken, following a participatory actionlearning and action-research (PALAR) design where all participants collaborate as equal partners and construct their own meaning from experiences within the action-learning set (ALS) to advocate for change. Within a critical and transformative paradigm teacherparticipants were encouraged to think critically about the holistic development of young children and to consider how collaboration could lead to social change. The data collection method was limited to the recorded group discussions of the ALS during Cycle 1 of the PALAR process. Given that positive environmental and contextual factors are able to lay the groundwork for holistic development in the early years, the African Ubuntu philosophy of compassion, respect and humanity was viewed as being suitable to serve as theoretical framework for the study. The findings highlight that, even during a lockdown, it vital that collaborative ways are found to harness the precious early years with a view not only to meeting these children's needs but also to laying the foundation for a sustainable future. It is argued that if teachers were to apply the Ubuntu philosophy, they would learn how to make lifelong use of the acquired skills to improve the holistic well-being of young children on an ongoing basis.

COVID-19, the global education project and technology: Disrupting priorities towards rethinking education

“…Early childhood care and education (ECCE) is mostly seen as a social issue, and thus outside the formal structure of education. Across the world there are disparities in terms of regulation, funding and training and more, and in spite of the importance of the sector, it does not seem to be a priority to all (Jalongo, 2020;Koen et al, 2021;Kruger, 2021). Yet it influences the learner throughout their school career.…”

“…This sector was hit hard by the pandemic. During 2020 this sector was completely closed down for months, with devastating effects not only on the children and families, but also the ECD centres who lost their support income (Koen et al, 2021;Kruger, 2021). Jalongo (2020) likewise reports how negatively this impacted on vulnerable families, including those who lost their income as a result of the lockdown regulations, as parents had to leave their small children in order to earn wages (Jalongo, 2020).…”

“…With ECD centres and schools closed, parents working in the informal sector survived and took care of their families with the support from their neighbours, families and friends (Jalongo, 2020), again reflecting communal values. Also, Koen et al (2021) shares examples of innovativeness and connectedness in the sector.…”

“…Being innovative and finding ways to provide flexible opportunities for ECCE to young children, and to include and support parents are essential (Jalongo, 2020). Providers of ECCE, should be supported not only though guidance and training, but also mentorship, psychosocial support and resources (Koen et al, 2021;Kruger, 2021). Teaching young children is highly specialised and should be prioritised globally to develop a resilient and well-resourced sector (Jalongo, 2020).…”

“…An important part of support beyond the narrow understanding of education is making sure that children have nutritional meals. Various authors confirmed the need to be flexible and show agency to ensure that it continues (Jalongo, 2020;Kruger, 2021;Koen et al, 2021;Kwatubana & Molaodi, 2021).…”