Sustainable Future for Early Childhood: Applying the African Ubuntu Philosophy to Contribute to the Holistic Development of Young Children

Koen, Magdalena P.

doi:10.1007/978-3-030-74693-3_8

Cited by 6 publications

(3 citation statements)

References 37 publications

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“…The support ECEC offers to parents and caregivers positively impacts the home environment, crucial for holistic child development. Lastly, early childhood education and care for sustainability (ECECFS) promotes values and skills essential for sustainable development, emphasising the importance of nurturing individuals who contribute to societal progress (Koen, 2021).…”

Section: Introductionmentioning

confidence: 99%

Determinants of Service Quality Factors and Parent Satisfaction in Childcare Centre

Sulaiman,

Hussain

2024

IJSSBM

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This study delves into the intricate dynamics of Malaysian childcare centres, focusing specifically on the elements that contribute to service quality and, ultimately, parental satisfaction. The research seeks to understand the underlying connections and impacts of various factors on parent satisfaction, excluding the aspect of educational leadership. With potential adverse outcomes from poor service quality, such as suboptimal child development and parental stress, this study aims to identify the key factors that enhance service experiences in early childhood settings. Adopting a quantitative approach, the study utilizes a causal research design to explore the relationships between various service quality elements and parent satisfaction. A comprehensive survey method was employed, offering a cross- sectional snapshot of opinions from parents with children in Malaysian childcare services. The study's design ensures precision in testing hypotheses, with findings analysed using advanced statistical tools like SPSS and PLS-SEM. The hypothesis testing reveals interesting insights. It shows the rejection of certain assumed direct impacts of basic facilities, curriculum, and program structure on parent satisfaction. However, other factors emerged as significant in shaping parental perceptions. Notably, the study found that specific service quality factors, particularly in the domain of student interactions, play a crucial role in determining parent satisfaction. The research methodology included a pilot study in Kota Bahru, Kelantan, for preliminary validation of the survey instruments. Purposive sampling selected 318 parents from various childcare centres, ensuring a relevant and focused sample. The findings indicate that while some service quality aspects may not directly influence parent satisfaction, others are crucial. The study’s implications are significant for policy and practice in early childhood education, emphasizing the enhancement of specific service quality factors as a strategy to uplift parent satisfaction in Malaysian childcare centres. This research adds an important dimension to the understanding of service quality and parent satisfaction in the context of early childhood education.

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Section: Introductionmentioning

confidence: 99%

Determinants of Service Quality Factors and Parent Satisfaction in Childcare Centre

Sulaiman,

Hussain

2024

IJSSBM

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“…In this research we try to explore the role of holistic education towards holistic growth and whole development of individuals towards developing a more sustainable society and its leaders. Holistic Education [1][2][3][4][5][6][7][8][9][10][11][12][13][14] is a part and parcel of modern outcome based education.…”

Section: Introductionmentioning

confidence: 99%

eHED2SDG: A Framework Towards Sustainable Professionalism and Attaining SDG Through Online Holistic Education in Indian Higher Education

Goswami¹,

Krishnan²

2022

ECS Trans.

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To enable sustainable development of society it is essential to train the leaders and professionals of tomorrow. Developing a sustainable society and holistically developed future for budding professional is a significant objective of higher education Institutions. Every professional course learner is expected to utilize his skills, knowledge, and time to contribute towards the development of society. Fostering sustainability in various domains of development is a requirement for Sustainable Development Goals (SDG). This research is inspired by multiple mental health related problems among professionals, inability to cope up with stress, quick dissatisfaction and frustrations, suicide, poor happiness quotient measured through multiple psychological tests, and many other negative mental status which have paved the path for more serious approaches towards holistic development of young professions. This research addresses the SDG goal 4, Quality Education directly. Indirectly it can work as a catalyst to ignite the interest and create awareness about all the sustainable development goals.

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“…Please reference as: Esterhuizen, S., Uys, M. & Mohosho, N. (2023). Parent-Practitioner Collaboration to Support Sustainable Development in Early Years Education, Educational Research for Social Change, 12(1), 17-30. http://dx.doi.org/10.17159/2221Change, 12(1), 17-30. http://dx.doi.org/10.17159/ -4070/2023 Background to the Study Young children globally, are the most vulnerable in the face of educational, socioeconomic, health, environmental, and political threats (Koen, 2021). In South Africa, the history of apartheid, together with the subsequent socioeconomic inequalities and detrimental impact of Covid-19 on the early childhood (ECD) sector, have adversely affected most South African children and deprived them of their basic rights to health care, education, social services, and nutrition (Ashley-Cooper et al, 2019).…”

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confidence: 99%

Parent-Practitioner Collaboration to Support Sustainable Development in Early Years Education

Esterhulzen

Uys

Mohosho

2023

Educ. res. soc. change.

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This article stems from a research project in five early childhood development (ECD) centres in South Africa, and focuses on parent-practitioner collaboration for sustainable development in early years education. Using a qualitative approach, we followed a participatory action learning and action research (PALAR) design to answer the main research question: "How can parent-practitioner collaboration support education for sustainable development in the early years?" Participants formed an action learning set (ALS) in which they acted as co-researchers and equal partners to construct their own meanings in order to advocate for social change. Data were collected in the ALS during Cycle 3 of the PALAR process. We relied on transcribed, recorded ALS discussions and photovoice activities to generate data, and used thematic content analysis to collaboratively analyse the data. Our findings disclose that education for sustainable development is possible when parents and practitioners collaborate.

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Sustainable Future for Early Childhood: Applying the African Ubuntu Philosophy to Contribute to the Holistic Development of Young Children

Cited by 6 publications

References 37 publications

Determinants of Service Quality Factors and Parent Satisfaction in Childcare Centre

Determinants of Service Quality Factors and Parent Satisfaction in Childcare Centre

eHED2SDG: A Framework Towards Sustainable Professionalism and Attaining SDG Through Online Holistic Education in Indian Higher Education

Parent-Practitioner Collaboration to Support Sustainable Development in Early Years Education

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