Towards Quality Early Childhood Development for Refugee Children: An Exploratory Study of a Grade R Class in a Durban Child Care Centre

Autor/inn/en	Adams-Ojugbele, Rasheedah O.; Moletsane, Relebohile
Titel	Towards Quality Early Childhood Development for Refugee Children: An Exploratory Study of a Grade R Class in a Durban Child Care Centre
Quelle	In: South African Journal of Childhood Education, 9 (2019) 1, Artikel 616 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Adams-Ojugbele, Rasheedah O.) ORCID (Moletsane, Relebohile)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Early Childhood Education; Refugees; Child Care Centers; Foreign Countries; Preschools; Preschool Children; Preschool Teachers; Educational Quality; Teacher Student Relationship; Child Development; School Readiness; Mainstreaming; South Africa (Durban) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Flüchtling; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Quality of education; Bildungsqualität; Teacher student relationships; Lehrer-Schüler-Beziehung; Kindesentwicklung; Readiness for school; School ability; Schulreife
Abstract	Background: As populations of refugee children increase globally, strategies for providing quality and relevant educational experiences for this group of children has become a priority. This is because research suggests that refugee children tend to experience higher school dropout rates due to, among other factors, poverty, lack of shelter and inadequate nutrition. Aim: This article reports on an exploratory study of Grade R teachers' interactions with refugee children in a child care centre in Durban and the ways in which these might contribute to the children's readiness for Grade 1 in mainstream schools. Setting: The study was located in a Grade R class in a Durban refugee child care centre catering for children from neighbouring African countries. Methods: The study adopted a qualitative ethnographic approach involving classroom and playground observations, as well as informal open-ended interviews with the Grade R teacher and her assistant. Results: The findings suggest that several factors, including a high teacher--learner ratio (1:48), poor classroom management and pedagogical practices, inadequate and inappropriate resources and a lack of professional development opportunities for teachers influenced the nature of interactions between the refugee children and their teachers. Conclusions: The findings have negative implications for the children's readiness for Grade 1 and beyond. The findings suggest that unless the provision of early childhood development and education (ECDE) in this centre is significantly improved, for example, by addressing the factors identified in the study, the refugee children in the facility will continue to be poorly prepared for mainstream schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01