Transforming Teaching and Learning in Early Childhood Care and Education during COVID-19 in a Poor Community of the Cape Flats, South Africa

Autor/in	Shaik, Naseema
Titel	Transforming Teaching and Learning in Early Childhood Care and Education during COVID-19 in a Poor Community of the Cape Flats, South Africa
Quelle	In: Early Childhood Education Journal, 51 (2023) 5, S.791-800 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shaik, Naseema)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-022-01329-y
Schlagwörter	Educational Change; Case Studies; Poverty Areas; Foreign Countries; Early Childhood Education; Teacher Attitudes; Preschool Teachers; Transformative Learning; Learning Theories; Pandemics; COVID-19; Teaching Methods; Financial Support; Information Technology; Play; Teacher Student Relationship; Local Government; Technical Assistance; Digital Literacy; Child Care Centers; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Bildungsreform; Case study; Fallstudie; Case Study; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pädagogische Transformation; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Finanzielle Förderung; Informationstechnologie; Spiel; Teacher student relationships; Lehrer-Schüler-Beziehung; Gemeindeverwaltung; Technische Hilfe; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung
Abstract	In this case study I explored the dilemmas of three early childhood care and education (ECCE) teachers in a poor community in the Cape Flats of Cape Town, South Africa during COVID-19, and how they used these dilemmas to transform their teaching. Purposive sampling was used to select the participants and data was collected through a semi-structured interview and thematically analyzed. Ethical clearance was secured from the Cape Peninsula University of Technology. Mezirow's transformative learning theory was used as an analytical framework for the study. In particular, Mezirow's concept of disorienting dilemmas was used to engage with the dilemmas the ECCE teachers were confronted with during the pandemic. Further, his concept of perspective transformations was used to analyze how the ECCE teachers engaged with these dilemmas to transform their teaching. Findings show that while ECCE teachers' faced disorienting dilemmas of digital inequity and of children's interactive play, they also adopted alternative roles and actions as they engaged in dialogue and shared negotiations, ensuring that the functioning of the ECCE centre would continue in solidarity with the children and parents. These findings have important implications for how local government provide financial and digital support for poor communities during times of crisis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01