- Title
- Parents and personnel’s partnership in early childhood education provisioning in the East London Education District
- Creator
- Mudziwapasi, Lilymore https://orcid.org/0000-0002-7978-8499
- Subject
- Education, Preschool -- Parent participation
- Subject
- Education, Preschool
- Date Issued
- 2022-02
- Date
- 2022-02
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10353/21700
- Identifier
- vital:51743
- Description
- Early childhood development is fundamental to human development and success in later life. Several stakeholders influence that development. Developmental policies are advocating for formal education provision at that early childhood age. Therefore, relationships and interactions of these stakeholders are of paramount importance in ensuring effective early childhood education provisioning – especially between parents and practitioners. Yet it has been reported that sharing of information concerning children’s educational development is not happening between parents and ECD practitioners. ECD centres are said to face many problems such as poor teaching and learning which may result in weak childhood educational development. Some of these challenges can be addressed through enhancing the partnership between parents and the ECD practitioners. The purpose of this study was therefore to explore the parents and practitioners’ partnership in early childhood education provisioning in ECD centres in the East London district. This study used the mixed method approach in the sampling, data collection and data analysis processes. The study focused on the partnership between parents and ECD practitioners, on how they work together, their views, how they communicate, on decision making and the strategies to enhance the partnership of parents and practitioners. Research questions in this study required both qualitative and quantitative data and analysis techniques. Quantitative data was collected from the ECD practitioners and principals by using questionnaires and qualitative data was collected through interviews with the parents. Quantitative data was analysed using SPSS and qualitative data was analysed using the thematic approach. The findings indicated that both parents and practitioners are working together in supporting learning and development. Parents are said to provide resources for use at the centre. Parents and practitioners are using different modes of communication for the learning and development of the children, including technology-based WhatsApp and emails. Practitioners are said to include parents in some decision making. The results indicated that even though some parents are working together with practitioners, while other parents are still showing ignorance and lack of knowledge on how they can partner for the educational development of the children.
- Description
- Thesis (PhD) -- Faculty of Education, 2022
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (252 leaves)
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
- Rights
- All Rights Reserved
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Signed PDF,MUDZIWAPASI Lilymore 14 Feb 22.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |