Community-Based Learning to Support South African Early Group Care

Autor/inn/en	Casper, Virginia; Lamb-Parker, Faith
Titel	Community-Based Learning to Support South African Early Group Care
Quelle	In: Early Years: An International Journal of Research and Development, 32 (2012) 2, S.183-199 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	School Community Relationship; Educational Practices; Foreign Countries; Child Development; Community Education; Child Caregivers; Caregiver Training; Family Programs; Early Childhood Education; School Community Programs; Indigenous Knowledge; Culturally Relevant Education; Improvement Programs; Toddlers; Performance Factors; Transformative Learning; Learning Theories; Participatory Research; Observation; Interaction Process Analysis; Acquired Immunodeficiency Syndrome (AIDS); Comprehensive School Health Education; South Africa + Suchen Sie Ihr Suchwort? Bildungspraxis; Ausland; Kindesentwicklung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Family program; Familienprogramm; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Effizienzsteigerung; Infant; Infants; Toddler; Kleinkind; Leistungsindikator; Pädagogische Transformation; Learning theory; Lerntheorie; Forschungstätigkeit; Beobachtung; Prozessanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The Developing Families Project-South Africa (DFP-SA) is a community-based model of education and training for the care, support and education of vulnerable children birth-to-three and their caregivers, guardians and families in rural and peri-urban townships. The approach fosters interactive learning among community members about early care and education integrated with HIV/AIDS education and prevention. This article focuses on the early group care component of the program. The DFP curriculum was co-constructed by the authors in conjunction with local parents and early childhood practitioners and trainers, based in part on findings from creche observations and situational assessments of indigenous beliefs and attitudes concerning child development, early care and HIV/AIDS, implemented in five township settings across four provinces. This work is situated in the context of globalized educational practices with an eye toward meaningful integration of indigenous and Western ideas that together can help participants move toward consensus to improve care for this particularly vulnerable population. (Contains 2 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10