Early Childhood Education and Care Towards Sustainable Academic Performance in Accounting

Abstract

This study aimed to design a strategy to improve the academic performance of early childhood education and care (ECEC) learners in mathematics, and thence accounting, in a sustainable manner. Accounting is not taught as a separate subject to mathematics at the ECEC level, therefore we focused on those aspects of mathematics that link directly with central learning areas in accounting. We used participatory action research, and posthuman theory framed the study. Multistakeholder participation was used to encourage five key skills of the 21st century (collaboration, communication, compassion, critical thinking, and creativity) in the learners as co-researchers in order to promote sustainability in their learning of mathematics in ECEC as basis for accounting in the future.