Research Article
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Year 2021, Volume 9, Issue 4, 339 - 350, 15.12.2021
https://doi.org/10.17478/jegys.1010694

Abstract

References

  • Ata, S., Deniz, A., & Akman, B. (2012). The physical environment factors in preschools in terms of environmental psychology: a review. Procedia-Social and Behavioral Sciences, 46, 2034-2039.Biddle, B. J. 2013. Role theory: Expectations, identities and behaviours. New York: Academic Press.
  • Coughlin, A. M., & Baird, L. (2013). Pedagogical Leadership. London Bridge Child Care Services & Kawartha Child Care Services.Department of Basic Education. 2005. National integrated plan for early childhood development in South Africa, 2005–2010. Pretoria: Government Printers.
  • Department of Basic Education. (2011). Curriculum and Assessment Policy Statement. (CAPS). Grade R-3. Pretoria: Government Printers.
  • Department of Basic Education. (2015). The South African National Curriculum Framework for children from birth to four. Pretoria: Government Printers.
  • Department of Social Development. (2020). Social development sets up workstreams to conduct risk assessment and state of readiness for the early childhood development (ECD) centres. Pretoria: Government Printers.
  • Doctoroff, S. (2001). Adapting the physical environment to meet the needs of all young children for play. Early Childhood Education Journal, 29(2), 105-110.Falk, B. 2018. High quality early learning for a changing world: What educators need to know and do. New York: Teachers’ College Press.
  • Giese, S., Budlender, D., Berry, L., Motlatla, S., & Zide, H. (2011). Government funding for early childhood development: Can those who need it get it. Cape Town: Ilifa Labantwana.Gordon, A.M. & Browne, K.W. 2017. Beginnings and beyond: foundations in early childhood. Boston: Cengage Learning.
  • Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. Sage.
  • Hoadley, U., Christie, P., & Ward, C. L. (2009). Managing to learn: Instructional leadership in South African secondary schools. School leadership and management, 29(4), 373-389.Hujala, E., & Eskelinen, M. 2013. Leadership tasks in early childhood education. Researching Leadership in Early Childhood Education. 213-233.
  • Hujala, E., Eskelinen, M., Keskinen, S., Chen, C., Inoue, C., Matsumoto, M., & Kawase, M. (2016). Leadership tasks in early childhood education in Finland, Japan, and Singapore. Journal of Research in Childhood Education, 30(3), 406-421.
  • Smelser, N. J., & Baltes, P. B. (Eds.). (2001). International encyclopedia of the social & behavioral sciences (Vol. 11). Amsterdam: Elsevier.
  • Leo-Rhynie, E. (2015). Expansion and improvement of ECCE: a gender equality challenge. Investing against Evidence, 91.
  • Matthews, E. & Lippman, P.C. (2019). The Design and Evaluation of the Physical Environment of Young Children’s Learning Settings. Early Childhood Education Journal. Springer Nature B.V. 2019
  • McIntosh, M. J., & Morse, J. M. (2015). Situating and constructing diversity in semi-structured interviews. Global qualitative nursing research, 2, 2333393615597674.
  • Merton, R. K. (1957). The role-set: Problems in sociological theory. The British Journal of Sociology, 8(2), 106-120.
  • Mestry, R. (2017). Empowering principals to lead and manage public schools effectively in the 21st century. South African Journal of Education, 37(1), 1-11.
  • Berris, R., & Miller, E. (2011). How design of the physical environment impacts on early learning: Educators' and parents' perspectives. Australasian Journal of Early Childhood, 36(4), 102-110.
  • Modise, M. R. (2019). Pedagogical Leadership in Early Childhood Development: A Means for Quality Practices through Professional Training. Bulgarian Comparative Education Society.
  • Moen, K. H., & Granrusten, P. T. (2013). Distribution of leadership functions in early childhood centers in Norway following organisational changes. Researching leadership in early childhood education, 79-95.
  • Helm, J. H., & Katz, L. G. National Association for the Education of Young Children (NAEYC)(2011). Young investigators: The project approach in the early years.
  • Nelson, E. (2015). Cultivating outdoor classrooms: Designing and implementing child-centered learning environments. Redleaf Press.
  • Rao, N., Sun, J., Pearson, V., Pearson, E., Liu, H., Constas, M. A., & Engle, P. L. (2012). Is something better than nothing? An evaluation of early childhood programs in Cambodia. Child development, 83(3), 864-876.
  • Rosen, D., & Poage, S. (2021, March). Key Components of Remote Science Instruction: Implications for Early Childhood Teacher Education Programs. In Society for Information Technology & Teacher Education International Conference (pp. 1064-1068). Association for the Advancement of Computing in Education (AACE).
  • Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. British Journal of Educational Technology, 41(5), 706-720.
  • Sidhu, K.S. (2000). School Organisation and Administration, New Delhi, Sterling Publishers Pvt. Ltd
  • Shaw, J. (2010). The building blocks of designing early childhood educational environments. Undergraduate Research Journal For The Human Sciences, 9(1).
  • Tadjic, M., Martinec, M., & Farago, A. (2017). The impact of physical settings on pre-schoolers classroom organization. European Journal of Education Studies.
  • Trewhela, P. (1990). Group Areas Act, Act No 41 of 1950. Available at https://www.sahistory.org.za/archive/group-areas-act-act-no-41-1950 [Accessed 6 July 2021].
  • UNICEF. (2011). Every Child’s Right to be Heard: a resource guide on the UN committee on the rights of the child general comment no. 12. Available at https://www.unicef.org/files/Every_Childs_Right_to_be_Heard.pdf [Accessed 6 July 2021].
  • Van der Berg, S., Taylor, S., Gustafsson, M., Spaull, N. & Armstrong, P. 2011. Improving education quality in South Africa. Available at https://resep.sun.ac.za/wp-content/uploads/2012/10/2011-Report-for-NPC.pdf [Accessed 6 July 2021].

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

Year 2021, Volume 9, Issue 4, 339 - 350, 15.12.2021
https://doi.org/10.17478/jegys.1010694

Abstract

The aim of this research was to explore the roles of Early Childhood Centre managers in promoting developmentally appropriate physical environments from birth to four-year-old 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 in the country. The researcher had a conviction that the quality of a physical environment in early childhood centres has a form of influence on the development of a child. This research was based on Merton (1957)’s Role Theory which frames an understanding of the behaviour of a group or individual(s) within a, particularly educational setting. 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 semi-structured interviews, spot observations and taking good quality photographs in collecting data was employed. 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.

References

  • Ata, S., Deniz, A., & Akman, B. (2012). The physical environment factors in preschools in terms of environmental psychology: a review. Procedia-Social and Behavioral Sciences, 46, 2034-2039.Biddle, B. J. 2013. Role theory: Expectations, identities and behaviours. New York: Academic Press.
  • Coughlin, A. M., & Baird, L. (2013). Pedagogical Leadership. London Bridge Child Care Services & Kawartha Child Care Services.Department of Basic Education. 2005. National integrated plan for early childhood development in South Africa, 2005–2010. Pretoria: Government Printers.
  • Department of Basic Education. (2011). Curriculum and Assessment Policy Statement. (CAPS). Grade R-3. Pretoria: Government Printers.
  • Department of Basic Education. (2015). The South African National Curriculum Framework for children from birth to four. Pretoria: Government Printers.
  • Department of Social Development. (2020). Social development sets up workstreams to conduct risk assessment and state of readiness for the early childhood development (ECD) centres. Pretoria: Government Printers.
  • Doctoroff, S. (2001). Adapting the physical environment to meet the needs of all young children for play. Early Childhood Education Journal, 29(2), 105-110.Falk, B. 2018. High quality early learning for a changing world: What educators need to know and do. New York: Teachers’ College Press.
  • Giese, S., Budlender, D., Berry, L., Motlatla, S., & Zide, H. (2011). Government funding for early childhood development: Can those who need it get it. Cape Town: Ilifa Labantwana.Gordon, A.M. & Browne, K.W. 2017. Beginnings and beyond: foundations in early childhood. Boston: Cengage Learning.
  • Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. Sage.
  • Hoadley, U., Christie, P., & Ward, C. L. (2009). Managing to learn: Instructional leadership in South African secondary schools. School leadership and management, 29(4), 373-389.Hujala, E., & Eskelinen, M. 2013. Leadership tasks in early childhood education. Researching Leadership in Early Childhood Education. 213-233.
  • Hujala, E., Eskelinen, M., Keskinen, S., Chen, C., Inoue, C., Matsumoto, M., & Kawase, M. (2016). Leadership tasks in early childhood education in Finland, Japan, and Singapore. Journal of Research in Childhood Education, 30(3), 406-421.
  • Smelser, N. J., & Baltes, P. B. (Eds.). (2001). International encyclopedia of the social & behavioral sciences (Vol. 11). Amsterdam: Elsevier.
  • Leo-Rhynie, E. (2015). Expansion and improvement of ECCE: a gender equality challenge. Investing against Evidence, 91.
  • Matthews, E. & Lippman, P.C. (2019). The Design and Evaluation of the Physical Environment of Young Children’s Learning Settings. Early Childhood Education Journal. Springer Nature B.V. 2019
  • McIntosh, M. J., & Morse, J. M. (2015). Situating and constructing diversity in semi-structured interviews. Global qualitative nursing research, 2, 2333393615597674.
  • Merton, R. K. (1957). The role-set: Problems in sociological theory. The British Journal of Sociology, 8(2), 106-120.
  • Mestry, R. (2017). Empowering principals to lead and manage public schools effectively in the 21st century. South African Journal of Education, 37(1), 1-11.
  • Berris, R., & Miller, E. (2011). How design of the physical environment impacts on early learning: Educators' and parents' perspectives. Australasian Journal of Early Childhood, 36(4), 102-110.
  • Modise, M. R. (2019). Pedagogical Leadership in Early Childhood Development: A Means for Quality Practices through Professional Training. Bulgarian Comparative Education Society.
  • Moen, K. H., & Granrusten, P. T. (2013). Distribution of leadership functions in early childhood centers in Norway following organisational changes. Researching leadership in early childhood education, 79-95.
  • Helm, J. H., & Katz, L. G. National Association for the Education of Young Children (NAEYC)(2011). Young investigators: The project approach in the early years.
  • Nelson, E. (2015). Cultivating outdoor classrooms: Designing and implementing child-centered learning environments. Redleaf Press.
  • Rao, N., Sun, J., Pearson, V., Pearson, E., Liu, H., Constas, M. A., & Engle, P. L. (2012). Is something better than nothing? An evaluation of early childhood programs in Cambodia. Child development, 83(3), 864-876.
  • Rosen, D., & Poage, S. (2021, March). Key Components of Remote Science Instruction: Implications for Early Childhood Teacher Education Programs. In Society for Information Technology & Teacher Education International Conference (pp. 1064-1068). Association for the Advancement of Computing in Education (AACE).
  • Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. British Journal of Educational Technology, 41(5), 706-720.
  • Sidhu, K.S. (2000). School Organisation and Administration, New Delhi, Sterling Publishers Pvt. Ltd
  • Shaw, J. (2010). The building blocks of designing early childhood educational environments. Undergraduate Research Journal For The Human Sciences, 9(1).
  • Tadjic, M., Martinec, M., & Farago, A. (2017). The impact of physical settings on pre-schoolers classroom organization. European Journal of Education Studies.
  • Trewhela, P. (1990). Group Areas Act, Act No 41 of 1950. Available at https://www.sahistory.org.za/archive/group-areas-act-act-no-41-1950 [Accessed 6 July 2021].
  • UNICEF. (2011). Every Child’s Right to be Heard: a resource guide on the UN committee on the rights of the child general comment no. 12. Available at https://www.unicef.org/files/Every_Childs_Right_to_be_Heard.pdf [Accessed 6 July 2021].
  • Van der Berg, S., Taylor, S., Gustafsson, M., Spaull, N. & Armstrong, P. 2011. Improving education quality in South Africa. Available at https://resep.sun.ac.za/wp-content/uploads/2012/10/2011-Report-for-NPC.pdf [Accessed 6 July 2021].

Details

Primary Language English
Subjects Education and Educational Research
Journal Section Differentiated Instruction
Authors

Matshediso Rebecca MODİSE (Primary Author)
University of South Africa
0000-0002-0404-2035
South Africa

Publication Date December 15, 2021
Published in Issue Year 2021, Volume 9, Issue 4

Cite

Bibtex @research article { jegys1010694, journal = {Journal for the Education of Gifted Young Scientists}, issn = {}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2021}, volume = {9}, pages = {339 - 350}, doi = {10.17478/jegys.1010694}, title = {Exploring early childhood centre managers’ perceptions of their roles in promoting developmentally-appropriate physical environments in South Africa}, key = {cite}, author = {Modise, Matshediso Rebecca} }
APA Modise, M. R. (2021). Exploring early childhood centre managers’ perceptions of their roles in promoting developmentally-appropriate physical environments in South Africa . Journal for the Education of Gifted Young Scientists , 9 (4) , 339-350 . DOI: 10.17478/jegys.1010694
MLA Modise, M. R. "Exploring early childhood centre managers’ perceptions of their roles in promoting developmentally-appropriate physical environments in South Africa" . Journal for the Education of Gifted Young Scientists 9 (2021 ): 339-350 <https://dergipark.org.tr/en/pub/jegys/issue/65384/1010694>
Chicago Modise, M. R. "Exploring early childhood centre managers’ perceptions of their roles in promoting developmentally-appropriate physical environments in South Africa". Journal for the Education of Gifted Young Scientists 9 (2021 ): 339-350
RIS TY - JOUR T1 - Exploring early childhood centre managers’ perceptions of their roles in promoting developmentally-appropriate physical environments in South Africa AU - Matshediso Rebecca Modise Y1 - 2021 PY - 2021 N1 - doi: 10.17478/jegys.1010694 DO - 10.17478/jegys.1010694 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 339 EP - 350 VL - 9 IS - 4 SN - -2149-360X M3 - doi: 10.17478/jegys.1010694 UR - https://doi.org/10.17478/jegys.1010694 Y2 - 2021 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Exploring early childhood centre managers’ perceptions of their roles in promoting developmentally-appropriate physical environments in South Africa %A Matshediso Rebecca Modise %T Exploring early childhood centre managers’ perceptions of their roles in promoting developmentally-appropriate physical environments in South Africa %D 2021 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 9 %N 4 %R doi: 10.17478/jegys.1010694 %U 10.17478/jegys.1010694
ISNAD Modise, Matshediso Rebecca . "Exploring early childhood centre managers’ perceptions of their roles in promoting developmentally-appropriate physical environments in South Africa". Journal for the Education of Gifted Young Scientists 9 / 4 (December 2021): 339-350 . https://doi.org/10.17478/jegys.1010694
AMA Modise M. R. Exploring early childhood centre managers’ perceptions of their roles in promoting developmentally-appropriate physical environments in South Africa. JEGYS. 2021; 9(4): 339-350.
Vancouver Modise M. R. Exploring early childhood centre managers’ perceptions of their roles in promoting developmentally-appropriate physical environments in South Africa. Journal for the Education of Gifted Young Scientists. 2021; 9(4): 339-350.
IEEE M. R. Modise , "Exploring early childhood centre managers’ perceptions of their roles in promoting developmentally-appropriate physical environments in South Africa", Journal for the Education of Gifted Young Scientists, vol. 9, no. 4, pp. 339-350, Dec. 2021, doi:10.17478/jegys.1010694

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