Authors :
Mokwena Morelle; Glory Maria Morelle
Volume/Issue :
Volume 9 - 2024, Issue 3 - March
Google Scholar :
https://tinyurl.com/26ufufss
Scribd :
https://tinyurl.com/yc23mrnh
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24MAR660
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
Background
The incorporation of early childhood development
(ECD) into the mainstream school curriculum is one way
to foster successful implementation of inclusive
education. Learners who are in ECD were
unintentionally ignored as the ECD were under
administration of social service department.
Objectives
To explore the incorporation of ECD into
mainstream school curriculum. Thus enhance the
implementation of inclusive education with the intention
of providing support to learners with learning barriers.
The other objective was to bring about maximum
support to schools that needed support to cater the needs
of learners with learning barriers.
Method
To achieve the objective, a qualitative research
approach was followed. The population of the study was
made up of several crèches in Matlosana local education
office. Data was collected using semi-structured
interviews. Data was collected through interviews that
were collected from crèches managers including owners.
Semi-structured interviews were administered for data
collection to four crèches. Challenges experience in the
incorporation of ECD includes, lack of knowledge in the
identification of learners with learning barriers,
improper structures, lack of proper sanitations and lack
of training in ECD practitioners, the establishment of
ECD-based support team.
Results
The study revealed the learners in ECD were
indeed not catered for in terms of inclusive education as
there were numerous challenges, inter alia improper
infrastructure, lack of sufficient funding, lack of
sanitation, most learners were without necessary
documentation. The study also showed that since
learners were incorporated in mainstream school
curriculum there enough food provided by Basic
Education department (section 21 provision). The study
divulged that teachers who were teaching learners ECD
were hired without proper qualification thus resulted in
such teacher deviating from what they were supposed to
teach i.e. according to annual teaching Plan (ATP).
Conclusion
The incorporation of ECD in mainstream school
curriculum was made priority in ensuring that quality
and basic education is maintained especially to the young
learners who are age (birth to five years old). However
there are factor hindering the successful incorporation of
ECD in mainstream. The discussed factors hindering the
amalgamation of ECD into mainstream includes,
structural challenge, poor financial support, lack and
inadequate support from subject advisory services,
insufficient training and development in ECD and lack
and poor resources provision.
Contribution
The incorporation of ECD into mainstream school
result in learners been catered for especially those who
are identified with learning barriers.
Keywords :
Early Childhood Development (ECD), Early Childhood Development Based Support Team (ECDBST), Early Childhood Development Practitioners, Education White Paper 5.
Background
The incorporation of early childhood development
(ECD) into the mainstream school curriculum is one way
to foster successful implementation of inclusive
education. Learners who are in ECD were
unintentionally ignored as the ECD were under
administration of social service department.
Objectives
To explore the incorporation of ECD into
mainstream school curriculum. Thus enhance the
implementation of inclusive education with the intention
of providing support to learners with learning barriers.
The other objective was to bring about maximum
support to schools that needed support to cater the needs
of learners with learning barriers.
Method
To achieve the objective, a qualitative research
approach was followed. The population of the study was
made up of several crèches in Matlosana local education
office. Data was collected using semi-structured
interviews. Data was collected through interviews that
were collected from crèches managers including owners.
Semi-structured interviews were administered for data
collection to four crèches. Challenges experience in the
incorporation of ECD includes, lack of knowledge in the
identification of learners with learning barriers,
improper structures, lack of proper sanitations and lack
of training in ECD practitioners, the establishment of
ECD-based support team.
Results
The study revealed the learners in ECD were
indeed not catered for in terms of inclusive education as
there were numerous challenges, inter alia improper
infrastructure, lack of sufficient funding, lack of
sanitation, most learners were without necessary
documentation. The study also showed that since
learners were incorporated in mainstream school
curriculum there enough food provided by Basic
Education department (section 21 provision). The study
divulged that teachers who were teaching learners ECD
were hired without proper qualification thus resulted in
such teacher deviating from what they were supposed to
teach i.e. according to annual teaching Plan (ATP).
Conclusion
The incorporation of ECD in mainstream school
curriculum was made priority in ensuring that quality
and basic education is maintained especially to the young
learners who are age (birth to five years old). However
there are factor hindering the successful incorporation of
ECD in mainstream. The discussed factors hindering the
amalgamation of ECD into mainstream includes,
structural challenge, poor financial support, lack and
inadequate support from subject advisory services,
insufficient training and development in ECD and lack
and poor resources provision.
Contribution
The incorporation of ECD into mainstream school
result in learners been catered for especially those who
are identified with learning barriers.
Keywords :
Early Childhood Development (ECD), Early Childhood Development Based Support Team (ECDBST), Early Childhood Development Practitioners, Education White Paper 5.
