The Issue of Holistic Development of Young Children in ECE Centres of Botswana

Bose, Kabita

doi:10.20533/licej.2040.2589.2010.0013

Cited by 3 publications

(5 citation statements)

References 7 publications

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“…The findings support earlier observations (Bose, 2010) that one of the missing links is the absence of national framework guiding the structure and content of early childhood curriculum and instruction. There has been a phenomenal increase in the number of early child centres but with fragmented structures.…”

Section: Discussionsupporting

confidence: 89%

“…For the ECEC providers, an analysis of external and internal fit suggests that both matter for performance and survival, however external misfit is more detrimental to performance than internal misfit. As a result of the current lack of strict and firm regulatory framework governing their operations in the form of lack of prescribed curriculum (Bose, 2010) and teaching and learning standards, the sector knows that this type of fit may just be a temporary state and would need to be proactive and collaborate as a sector to insulate itself against any changes likely to lead it into misfit. The current situation is what could best suit the sector but not necessarily the child.…”

Section: Conceptualizing and Theorizing Fragmented "Fits" In The Ececmentioning

confidence: 99%

“…In essence, preschool education in Botswana has always been and still remains a privilege to children of the elite as the required fees are immensely varied and exorbitant for an ordinary man (Bose, 2008). Recent studies by Bose (2008Bose ( , 2010, observed an acute shortage of qualified and trained personnel particularly in public centers and this problem was exacerbated by the absence of a prescribed curriculum. However a lot of changes have occurred since then and the sector has witnessed phenomenal growth.…”

Section: Introductionmentioning

confidence: 99%

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Early Childhood Education in Botswana: A Case of Fragmented “Fits”

Maunganidze¹,

Tsamaase²

2014

IES

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Scholarly and institutional research on early childhood education is not a new phenomenon, but what is perhaps limited is extant literature that particularly focuses on revisiting current practices and their "dialogue" with the ever-changing environment that prevails especially in an African setting. The practices of providers of early childhood education are either simply "business opportunity seeking" responses to the new consumption patterns of more affluent parent (or guardian) or current global trends of child education preparation. There has been a phenomenal increase in the number of early child centres in recent years but with fragmented structures. However whether or not this will reduce possibilities of tensions between the macro and micro aspects of this kind of co-evolution is one of the questions this article seeks to address. It also investigates the fit between the internal structure and processes of early childhood centers and the external environment (national framework), focusing on the challenges and prospects of early childhood education. Buoyed by the Fit/Congruence model of organizational analysis, the paper is based on findings from a content analysis of media reports and desk review of policy documents from purposively selected centres based in Gaborone. The data is analyzed using a combination of the pattern model and analytic comparison methods. In Botswana, one of the observed missing links is the absence of national framework guiding the structure and content of early childhood curriculum and instruction. It concludes that while the approaches used in these centres are relatively not similar they may be complementary particularly to the extent to which they prepare the children for an exclusionary education system in a country whose long-term vision is ironically to achieve an equitable and quality education for all. Institutional initiatives at national level have been limited and unevenly distributed with wide differences in the quality of services and lack of coherence and coordination at micro-level.

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Section: Discussionsupporting

confidence: 89%

Section: Conceptualizing and Theorizing Fragmented "Fits" In The Ececmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Early Childhood Education in Botswana: A Case of Fragmented “Fits”

Maunganidze¹,

Tsamaase²

2014

IES

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“…The UNICEF publication Programming Experiences in Early Child Development (UNICEF, 2006) emphasizes that "A holistic approach to Early Child development, first and foremost, is the child's right" (p. 3), and states, "that this approach has been shown to be effective" (p. 4). A holistic approach and integrated approach to learning and intertwining of fields are important parts of different preschool curricula (Bose, 2010;Ministry of Education, 2012;Government of Saskatchewan, 2013;Devarakonda, 2013, etc. ).…”

Section: Introductionmentioning

confidence: 99%

Preschool Teaching Staff’s Opinions on the Importance of Preschool Curricular Fields of Activities, Art Genres and Visual Arts Fields

Župančič

Čagran²,

Mulej³

2015

CEPSj

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This article presents preschool teachers’ and assistant teachers’ opinions on the importance of selected fields of educational work in kindergartens. The article first highlights the importance of activities expressingartistic creativity within modern curriculums. Then, it presents an empirical study that examines the preschool teachers’ and assistant teachers’ opinions on the importance of the educational fields, art genres, andvisual arts fields. In research hypotheses, we presumed that preschool teachers find individual educational fields, individual art genres, and individual visual arts activities to be of different importance; consequently,education in kindergarten does not achieve the requisite holism. The study is based on the descriptive and causal-non-experimental method. We have determined that the greatest importance is attributed to movementand language, followed by nature, society, art and mathematics. Within art genres, the greatest importance is attributed to visual arts and music and the least to audio-visual activities. Within visual arts, drawingand painting are considered to be the most important and sculpting the least. These findings can support future studies and deliberation on the possible effects on practice in terms of requisitely holistically plannedpreschool education.

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“…Holistic learning cultivates a whole human being to understand the world [4]. Learning that emphasizes only the cognitive aspect and ignores the affective and psychomotor aspects causes the development process to be unbalanced [8].…”

Section: Introductionmentioning

confidence: 99%

Holistic Thematic Learning in the Elementary School: Is It Thematic and Holistic?

Ain¹

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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The purpose of this study is to describe the holistic thematic learning at elementary school in the implementation of Curriculum 2013 in Indonesia: ie to know wether the learning is thematic and holistic. The research method used is descriptive qualitative. Data were collected through documentation, observation, and interviews. Data were analyzed based on Miles & Hubermen interactive model. Conclusions are determined by triangulation of methods and sources. This study has two findings: 1) in preparing the theme networking, each subject indicator has not been associated with subthemes, 2) thematic learning is not designed holistically through cognitive, affective, and psychomotor aspects. Based on these findings it can be concluded that the implementation of Curriculum 2013 on thematic learning in Indonesia is not in accordance with the characteristics of a holistic thematic learning. It is not thematic and holistic. The results of the study imply that in designing the theme networking, the teacher should link the each subject matter with subtheme. Teachers must develop students' ability holistically on the cognitive, affective, and psychomotor aspects in a balanced.

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The Issue of Holistic Development of Young Children in ECE Centres of Botswana

Abstract: A study on the status of Early Childhood Care and Education (ECC and E)

Cited by 3 publications

References 7 publications

Early Childhood Education in Botswana: A Case of Fragmented “Fits”

Early Childhood Education in Botswana: A Case of Fragmented “Fits”

Preschool Teaching Staff’s Opinions on the Importance of Preschool Curricular Fields of Activities, Art Genres and Visual Arts Fields

Holistic Thematic Learning in the Elementary School: Is It Thematic and Holistic?

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