scholarly journals The South African 24-Hour Movement Guidelines for Birth to 5 Years: An Integration of Physical Activity, Sitting Behavior, Screen Time, and Sleep

2020 ◽  
Vol 17 (1) ◽  
pp. 109-119 ◽  
Author(s):  
Catherine E. Draper ◽  
Simone A. Tomaz ◽  
Linda Biersteker ◽  
Caylee J. Cook ◽  
Jacqui Couper ◽  
...  
Keyword(s):  
Early Childhood ◽  
South African ◽  
Early Childhood Development ◽  
Early Years ◽  
Childhood Development ◽  
The South ◽  
Middle Income ◽  
Stakeholder Consultation ◽  
Starting Point ◽  
Local Literatures

Background: In December 2018, the South African 24-hour movement guidelines for birth to 5 years were released. This article describes the process used to develop these guidelines. Methods: The Grading of Recommendations Assessment, Development, and Evaluation-ADOLOPMENT approach was followed, with some pragmatic adaptions, using the Australian guidelines for the early years as a starting point. A consensus panel, including stakeholders in early childhood development and academics, was formed to assist with the development process. Results: At a face-to-face meeting of the panel, global and local literatures were considered. Following this meeting, a first draft of the guidelines (including a preamble) was formulated. Further reviews of these drafts by the panel were done via e-mail, and a working draft was sent out for stakeholder consultation. The guidelines and preamble were amended based on stakeholder input, and an infographic was designed. Practical “tips” documents were also developed for caregivers of birth to 5-year-olds and early childhood development practitioners. The guidelines (and accompanying documents) were released at a launch event and disseminated through various media channels. Conclusions: These are the first movement guidelines for South African and the first such guidelines for this age group from a low- and middle-income country.

scholarly journals Interrogating quality in early childhood development: Working towards a South African perspective

2016 ◽  
Vol 6 (1) ◽  
pp. 9 ◽  
Author(s):  
Lorayne Excell
Keyword(s):  
South Africa ◽  
Early Childhood ◽  
South African ◽  
Early Childhood Development ◽  
Learning Experience ◽  
Three Dimensions ◽  
Childhood Development ◽  
The South ◽  
African Context ◽  
Open The Doors

<p>Within the South African context, early childhood development (ECD) is receiving increasing attention at both government and civil society levels. This has resulted in children accessing ECD services in increasing numbers. But although access may open the doors to learning, it does not ensure a quality early learning experience for children. The pivotal factor is quality. Quality ECD has the potential to drive redress and realise the promise inherent in the South <br />African Constitution. The study draws on the three dimensions of a community of practice, to explore how new dialogic spaces are emerging, spaces that have the potential to generate innovation, reflection and new understandings of what could constitute quality ECD throughout South Africa. Using an action research design, this study will trace how understandings of what constitutes quality ECD in South Africa have already begun to be interrogated by a number of different stakeholders.</p>

Building Academic Foundation Through Investing in Early Childhood Education and Development in South African Informal Settlement

2020 ◽  
pp. 251-271
Author(s):  
Ndwakhulu Stephen Tshishonga
Keyword(s):  
Early Childhood ◽  
South African ◽  
Early Childhood Development ◽  
Informal Settlement ◽  
Secondary Data ◽  
Childhood Development ◽  
Development Interventions ◽  
Poverty And Inequality ◽  
Education And Development ◽  
Poor Nutrition

In the developing world alone, there are over 200 million children who are in need of immediate early childhood development interventions. Most affected by poor or lack of quality ECD are the poor and those children in low income households. Early childhood development interventions protect children against the effects of poverty, poor nutrition, inadequate healthcare, and a lack of education. Globally, various ECD programme interventions in communities clearly indicate that communities and families want quality ECD programmes for their children at a cost that is affordable. In South Africa, quality early childhood development interventions could have a significant effect in reducing poverty and inequality. This chapter interrogates the challenges and benefits of extending quality ECE & D particularly to disadvantaged and materially deprived children in South African informal settlements. The chapter is based empirical research as well as secondary data in the form of books, book chapters, and accredited journals.

scholarly journals Is it possible to improve early childhood development with a video-feedback intervention directed at the mother-father-child triad?

2019 ◽  
Vol 22 (2) ◽  
Author(s):  
Marcia Olhaberry ◽  
María José León ◽  
Catalina Sieverson ◽  
Marta Escobar ◽  
Daniela Iribarren ◽  
...  
Keyword(s):  
Early Childhood ◽  
Family Relationships ◽  
Early Childhood Development ◽  
Video Feedback ◽  
Early Years ◽  
Childhood Development ◽  
Psychomotor Development ◽  
Fine Motor ◽  
Control Group ◽  
Social Emotional Development

Relationships with primary caregivers provide the context for early childhood development, and evaluating those relationships during the early years can detect difficulties that may influence future mental health. Video feedback is a valuable intervention tool in early childhood, both for family relationships and child development. An intervention was implemented using this technique, focused on mother-father-child triads that were experiencing difficulties in social-emotional development. Participants were 80 mother-fatherinfant triads (experimental group, EG=40, control group, CG=40), with children between 1 and 3 years old. Socio-emotional difficulties decreased significantly in the children who received the intervention (Wilks λ=0.930, F (1, 78)=5.907; P=.017). There was also an increase in psychomotor development in communication (Wilks λ=0.948, F (1, 78) =4.284; P=.042) and fine motor skills (Wilks λ=0.875, F (1, 78)=11.185; P=.001) in children in the EG compared with children in the CG.

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