Early childhood education for sustainable development in communities

Volume editor

Mariëtte Koen

Volume editor

Stef Esterhuizen

Volume editor

Pumla Matu

Volume editor

Skyler Pedro

Synopsis

This second volume in the NWU Community‑based Educational Research Series presents scholars’ drawings on their intellectual resources, research expertise and extensive craft wisdom to vivify early childhood education in marginalised, disadvantaged African communities.

Across 10 chapters, the book examines principles of sustainable development in early childhood contexts, structured around three themes: first, strengthening early childhood care and education management and quality; second, play, motor development and sustainability; and third, language development in the early years.

By employing participatory action learning research approaches, the authors illustrate how communities of practice and action learning groups enable teachers, practitioners, parents, guardians and researchers to collaboratively develop mechanisms to address and overcome barriers to provide children quality education. Through empirical data, the authors highlight how direct engagement with community members in these communities fosters innovative, contextually grounded strategies aligned with the United Nations’ 2030 Agenda for Sustainable Development, particularly Sustainable Development Goal 4 on inclusive, equitable and quality education.

The chapters illustrate how research driven by indigenous knowledge, collaboration and sustainability principles can develop and reinforce practitioners’ skills in historically‑marginalised African communities to inspire young children to grow as confident, active learners and socially responsible citizens.

This novel collection is not only authored by scholars for scholars but also for policymakers, inviting peers to critically reflect on how dynamic and productive relationships between higher education institutions and early childhood centres can foster sustainable development and transformation.

Chapters

Foreword

Andy Convery
Preface

Mariëtte Koen, Stef Esterhuizen, Pumla Matu, Skyler Pedro
Chapter 1
Improving the quality of early childhood care and education centres in low-income communities: A PALAR approach

Victoria Ngema, Lesley Wood
Chapter 2
The role of early childhood managers to support play-based learning for sustainable development in the early years

Prosper Lunga, Stef Esterhuizen
Chapter 3
Practitioner–parent collaboration for children with Down syndrome in early childhood care and education centres

Mamotshidisi Ellen Mosia-Chibwe, Mariëtte Koen, Prosper Lunga
Chapter 4
The importance of sustainability for motor development in early childhood: A collaborative study

Benita Taylor, Marinda Neethling
Chapter 5
Storytelling for sustainable development in communities

Hantie Theron, Mariëtte Koen
Chapter 6
LEGO® play boxes as a resource in Grade R early childhood communities

Elma Marais, Carolina Botha, Tarien Breytenbach
Chapter 7
Practitioners’ perceptions of nature play in early childhood education for sustainable development

Stef Esterhuizen, Martie Uys, Nomsa Roseline Mohosho
Chapter 8
Collaboration between Grade R teachers and parents to promote outdoor play-based learning

Lerato Maloka, Mariëtte Koen, Prosper Lunga, Pumla Matu
Chapter 9
Promoting language for sustainable development in an early childhood care and education centre

Jeannine Keating
Chapter 10
Oral language development in diverse early learning environments for sustainable development

Pumla Matu
Concluding reflections
Supporting communities through early childhood education for sustainable development

Mariëtte Koen, Stef Esterhuizen, Pumla Matu, Skyler Pedro

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Series

NWU Community-based Educational Research Series

Details about the available publication format: PDF

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ISBN-13 (15)

978-1-77995-389-6