AbstractsEducation Research & Administration

Practices of early childhood development (ECD) practitioners for children from three to five years: a case of three early childhood development centres in the Buffalo City municipality.

by Charlene (Ying-Ling) Keir

Institution: University of Fort Hare
Department: Faculty of Education
Degree: M. Ed.
Year: 2014
Keywords: practices, ECD – three to five years.; oral language – physical development.
Record ID: 1434968
Full text PDF: http://www.handle.net/10353/d1016269


This study investigates practices of early childhood development (ECD) practitioners for children from three to five years in three ECD centres situated within the municipal boundaries of Buffalo City, East London. It does so by posing the following questions: What are the practices of ECD practitioners for children from three to five years in developing learners’ oral language and physical intelligence. This study, using a qualitative approach and Qualitative methods for data collection were used, that is semi-structured interviews and classroom observations. The findings reveal that for oral language development, storytelling and children sharing news seemed to be the most used practices. However, the practitioners in this study seemed to severely lack understanding of their selected practices. Practices for developing children’s physical intelligence included free play, which was unsupervised. Practitioners seemed not to have an understanding of constructive play which is very important for the development of learners’ physical intelligence. One of the factors reported to be the cause of the poor quality of their practices was the critical shortage of funding for practitioners’ professional training. Moreover, shortage of funds also contributed to poor and inappropriate infrastructure and a lack of resources and teaching aids. This study, therefore, recommends that the quality of ECD programmes could be one of the prime contributors to the quality and effectiveness of ECD provisioning.