Early Childhood Development in South Africa--Progress Since the End of Apartheid

Autor/in	Atmore, Eric
Titel	Early Childhood Development in South Africa--Progress Since the End of Apartheid
Quelle	In: International Journal of Early Years Education, 21 (2013) 2-3, S.152-162 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2013.832941
Schlagwörter	Early Childhood Education; Social Change; Foreign Countries; Educational Policy; Racial Segregation; Access to Education; Social Development; Educational Finance; Budgets; Child Care Centers; Educational Quality; Nutrition; Teacher Education; Preschool Teachers; Child Development; Numeracy; Literacy; Outreach Programs; Family (Sociological Unit); Daily Living Skills; South Africa + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sozialer Wandel; Ausland; Politics of education; Bildungspolitik; Rassentrennung; Access; Bildung; Zugang; Bildungszugang; Soziale Entwicklung; Bildungsfonds; Finanzhaushalt; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Quality of education; Bildungsqualität; Ernährung; Lehrerausbildung; Lehrerbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kindesentwicklung; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Jobcoaching; Familie; Alltagsfertigkeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In April 1994, South Africa held its historic first democratic election. The African National Congress overwhelmingly triumphed and Nelson Mandela became the first president of a free and democratic South Africa. In this review, the situation of South Africa's young children under apartheid and the context of young children in South Africa in 2012 are described. A situation analysis of early childhood development (ECD) in South Africa was undertaken using South African government ECD policy and programme implementation reports, and the main challenges affecting children and the ECD sector in South Africa was investigated. There has been progress since 1994, both quantitatively and qualitatively. Children now have access to a Grade R year, government education and social development budgets have increased and a per capita subsidy is available to qualifying children at ECD centres nationally. More children are in provision and in better-quality provision than before. However, much still remains to be done before we can say with confidence that the needs of our youngest children are being met. This study identifies infrastructure, nutrition, ECD programmes, teacher training, institutional capacity and funding as the major gaps in ECD provision. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10