Early Childhood Care and Education teachers’ experiences of integrating the activities of the national curriculum framework into themes

Zama, Cynthia Z.; Mashiya, Nontokozo

doi:10.4102/sajce.v12i1.1089

Cited by 5 publications

(1 citation statement)

References 29 publications

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“…Some research results also show that early childhood is the right time to provide a foundation for religious and moral values regarding religious moderation (Azizah, 2022), and education is the most appropriate instrument for teaching the importance of tolerance and moderation (Amala, Reswari, & Iftitah, 2022). In addition, natural and cultural resources, including religion, can be identified and used in an integrated manner (Zama & Mashiya, 2022). The role of parents is directed at developing values, attitudes and behaviour consistently and continuously (Tabroni & Rahmania, 2022).…”

Section: Figure 1 the Score Of The Most Tolerant City In Indonesiamentioning

confidence: 99%

Fostering Religious Tolerance in Early Childhood: The Influence of Parental Role

Pribadi

2023

Al-Hayat J. Islamic. E.

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Tolerance is needed in a diverse environment with different religions, ethnicities, customs, and cultures. So tolerance requires a culture that is done from an early age. Religion has fundamental values that teach its adherents to respect people of different faiths and beliefs so that it can be used as a guide for parents to provide assistance and develop tolerance at home. This research aims to investigate how the involvement and role of parents in cultivating the value of patience at home; do they provide support or hinder? The location of this research is Luwu Raya, a fertile area in Indonesia. This is qualitative research where the researchers chose 105 parents who had early childhood and lived together at home. Interviews were conducted via telephone, and several statements and questions were provided via Google form. The research analysis found that most of the early childhood children have parents who are still intact, live together and are given assistance that supports the cultivation of tolerance values at home. The religious-based tolerance values instilled are moderate (tawassuth), tolerant (tasamuh), balanced (tawazun), equality (musawah), peace (islah), and fair (i`tidal). In addition, the role of parents is mainly done by setting an example and, to a lesser extent, by applying rules and respect. This support is also related to the teachings of the Islamic religion, which emphasises the enormous responsibility of parents. The role of parents in cultivating the value of tolerance is a distinctive feature of a Muslim family, which strongly emphasises the solid relationship in parenting between parents and their children. This condition must be continued in school institutions and the environment, dramatically determining these efforts.

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Section: Figure 1 the Score Of The Most Tolerant City In Indonesiamentioning

confidence: 99%

Fostering Religious Tolerance in Early Childhood: The Influence of Parental Role

Pribadi

2023

Al-Hayat J. Islamic. E.

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Rural Early Childhood Educators’ Perception of Music-Based Pedagogy in Teaching Communication Skills to Children

Arasomwan,

Daries

2024

EHASS

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Early childhood care and Education is an important phase for impacting communication skills to children for building a strong sense of identity and belonging. The South African National Curriculum Framework (NCF) regards communication skills as one of the six early learning and development areas considered for Early Childhood and Education (ECCE). Caps Grade R admonishes educators to support learners with interpersonal Communication Skills and to develop their Cognitive Academic Language Proficiency by engaging them in activities that focus on rhymes. Thus, South African children need skillful educators to employ developmental implementation strategies to support their acquisition of these skills. Research shows that subjects like Life Skills, English Language, Civic Education, and Mathematics are successfully implemented using music-based pedagogy. However, because ECCE is relatively new in South Africa, there is no strong structure to support the ECCE/ECD (Early Childhood Development) educators in employing music-based pedagogies to teach communication skills to the children. This article focuses on the rural ECD/ECCE educators’ perception and experiences in employing music-based pedagogy to support the children’s acquisition of communication skills. The study was conducted at two ECD/ECCE centres in Northern Cape province, South Africa.This is participatory visual research where Six ECD/ECCE Educators were engaged in semi-structured interviews and reflective activities on how they facilitate communication skills using music. The study was informed by Vygotsky’s sociocultural theory. The educators supported music-based pedagogy, however, inadequate musical training, non-availability of musical resources, and non-inclusion of music as an independent subject in the CAPS/NRF documents are their constraints. In their pre-service teacher education programs, almost all South African institutions include creative arts training; the course is typically taught over one semester, and music is merely one of the various creative arts subfields. As a result, the pre-service teachers lack the necessary musical background to implement music-based instruction. In conclusion, the study recommends musical intervention training to empower ECD/ECCE educators. Keywords: Early Childhood Development, Rural Context, Music-Based Pedagogy Communication Skills.

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Music-based Pedagogies to Teach Conversational Skills to Early Childhood Care and Education’s Learners: The Educators’ Constraints and the Proposed Solutions

Arasomwan,

Daries

2024

EHASS

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The indispensable requisite for sustainable, and equitable early childhood education is innovative educators with developmentally appropriate strategies to communicate essential skills to young children. Holistic development of young infants, especially those under five years old lays the foundation of lifelong learning. Research revealed that songs and rhymes aid the development of fundamental abilities in children. However, most of the South African Early Childhood Development (ECD) educators are ill-equipped with expertise hence their constraints in using music-based pedagogy to aid in the Early Childhood Care and Education (ECCE) children’s acquisition of conversational skills. Therefore, this case study explored the constraints and proposed solutions for rural ECD educators in employing music-based pedagogies to impart conversational skills to learners. Six ECCE educators were purposively sampled from centres in Kimberley, Northern Cape province, South Africa to participate in a semi-structured interview and reflective writing. The generated data was analyzed thematically. All the participants concurred that the teaching method centered on music was the best for the ECCE classroom, however, they were restricted by factors such as inadequate expertise in music education, a dearth of musical materials, and a lack of government funding to acquire musical resources and inadequate infrastructural facilities and human resources. They believed that a short musical intervention program would boost their effectiveness and their self-confidence in employing music-based pedagogy to impact children’s language development. The study recommends that a resilient support system be implemented to support ECD educators with basic musical abilities. The results of this study will help curriculum creators and ECD/ECCE policymakers improve the developmental facilities available for teaching and learning. Keywords: Early Childhood Development, Music-based pedagogy, Conversational skills, constraints, and solutions.

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Early Childhood Care and Education teachers’ experiences of integrating the activities of the national curriculum framework into themes

Cited by 5 publications

References 29 publications

Fostering Religious Tolerance in Early Childhood: The Influence of Parental Role

Fostering Religious Tolerance in Early Childhood: The Influence of Parental Role

Rural Early Childhood Educators’ Perception of Music-Based Pedagogy in Teaching Communication Skills to Children

Music-based Pedagogies to Teach Conversational Skills to Early Childhood Care and Education’s Learners: The Educators’ Constraints and the Proposed Solutions

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