www.oxfam.org.au

Case Study 15

The Thušanang TruST’S approaCh

Title: CaseStudy15:BuildingEarlyChildhood DevelopmentCapacityinLimpopo: TheThušanangTrust’sApproach

published: April2014

author: MargaretRoper

editor: CherylGoodenough

Design: LUMOdesign&illustration(www.lumo.co.za)

photos: ChiaraFrisone Copyright: Oxfamgivespermissionforexcerptstobe photocopiedorreproducedprovidedthatthe sourceisproperlyandclearlyacknowledged.

Disclaimer: Theviewsinthispublicationarethoseofthe respectiveauthorsanddonotnecessarily representthoseofOxfamoranyfunding agency.Theinterviewandreviewprocesswas participatoryandconsentaroundcontentand inclusionofpersonalinformationwasgivento Oxfambyinterviewees.

acknowledgements: Developingapublicationof thisnatureisacollaborativeeffort. Thanksgotothemanagement,staff andvolunteersofThušanangTrust, thecommunitiesinwhichtheTrust operates,andOxfamstaff.

Contact Details:

oxfaMSuite1B,StrathwayBuilding,StrathmoreOfficePark,305MusgraveRoad,Durban,SouthAfrica,+27(0)312010865infosouthafrica@oxfam.org.au

Thušanang TruST ThušanangCentreG5EbenezerDamRoadHaenertsburg,Limpopoadmin@thusanangtrust.org.za

one

credits

1. Introduction four 1.1IntroducingThušanangTrust five

1.2IntroducingEarlyChildhoodDevelopment six

2. understanding early Childhood Development in South africa eight

3. The Thušanang experience: Building eCD practitioners’ Skills to engage parents, Caregivers and Communities in the Development of Young Children fourteen 3.1BuildingCapacityofECDPractitioners fifteen

3.2BuildingCapacityofCrècheCommittees twenty-one

3.3StrengtheningtheDevelopmentofYoungChildrenthroughParenting twenty-four

4. emerging Lessons thirty 4.1Lesson1:ThetrainingofECDpractitionersisaprocessbasedinthe

classroomANDon-siteinacrèche. thirty-one

4.2Lesson2:ThetrainingofECDcrèchecommitteesfacilitatesparent

andfamilyengagementinholisticchilddevelopment. thirty-two

4.3Lesson3:Parentandcaregiverinvolvementcomplementsthe

developmentofchildrenatacrèche. thirty-two

5. Conclusion thirty-four

references thirty-six

Contents

Two

aIDSAcquiredImmuneDeficiencySyndrome

CBoCommunity-basedorganisation

DBeDepartmentofBasicEducation

DSDDepartmentofSocialDevelopment

eCCeEarlychildhoodcareandeducation

eCDEarlychildhooddevelopment

epwpExpandedPublicWorksProgramme

eTDpEducation,TrainingandDevelopmentPractices

hIVHumanImmunodeficiencyVirus

neLDSNationalEarlyLearningandDevelopmentStandards

ngoNon-governmentalorganisation

nIpeCDNationalImplementationPlanforEarlyChildhoodDevelopment

nQfNationalQualificationsFramework

oauOxfamAustralia

QCToQualificationsCouncilforTradeandOccupations

SeTaSectorEducationTrainingAuthority

unICefUnitedNationsChildren’sFund

Abbreviations

Three

Community-based early childhood development (ECD)

organisations make a significant contribution to the

development of children who might otherwise go

without care and stimulation in South Africa. Manyfamiliesliveinpovertyandanumberofparentsorcaregiverswhoareemployedtravellongdistancesbetweenhomeandplacesofworkonadaily,weeklyorannualbasis.NumerousfamiliesarenegativelyimpactedbytheHIVandAIDSpandemic,whichhasleftchildrenorphanedorlookedafterbygrandparents,oldersiblingsorrelatives.Thesefactorsimpactonthedailycareofchildrenandtheirattendanceatalllevelsofschooling–pre-school,primaryandsecondarylevels.

TheroleplayedbyECDservicesindevelopingyoungchildreninSouthAfricaisrecognisedbygovernment,trainingorganisations,non-governmentalorganisations(NGOs)andcommunity-basedorganisations(CBOs),communityleaders,andeducationalandsocialwelfarepractitioners.However,theeffectivenessofmanyinterventionshasgenerallybeenlimited.Thisisfirstlyduetothelackofcapacity(training,skillsandresources)ofECDpractitionerstoimplementcomprehensiveservicesasenvisagedinECDpolicy.Secondly,itisasaresultofmanyparentsorguardiansnothavingtheskillstocontinuetheworkstartedinthecrèchesandbyotherECDproviders.

1.1. InTroDuCIng Thušanang TruST

ThiscasestudyprofilesThušanangTrust,anNGObasedintheLimpopoprovinceofSouthAfrica,whichhasbuiltthecapacityofECDpractitionersthroughformaltrainingformorethan20years,andhasrealisedthelimitationsdescribedabove.Inresponsetothesechallenges,theorganisationembarkedonaprogrammetoraiseawarenessandtrainparentsonhowtosupporttheworkoftheECDpractitionersathome,therebyensuringthatthedevelopmentopportunitiesforthechildreninvolvedaremaximised.

Thepurposeofthisstudyistoexploretheapproach,practiceandlessonsemergingfromtheworkofThušananginbuildingthecapacityofECDpractitionersand parentsindevelopingyoungchildreninruralcommunitiesintheLimpopoprovince.Thefirstsectionofthispublicationexploresthepolicy,strategyandchallengesofprovidingECDinSouthAfrica.ThecasestudycontinueswithanexplorationoftheapproachandpracticeofThušanangTrustinbuildingcapacitytoincreaseeffectiveECDservicesinLimpopocommunities.ThefinalsectionofthepublicationdiscussesthreeemerginglessonsbasedontheThušanangexperience.

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ItmustbenotedattheoutsetthattheThušanangapproachrecognisesthatbuildingcapacityisnotsimplyabouttrainingindividuals,whosubsequentlyreceiveacertificate.Insteadtheapproachisholisticandincludesthedevelopmentofcompetenceofthreesectors:• Individuals,intheformofECDpractitioners,• Organisations,throughthecrèchecommittees,and• Thesystemmorebroadly,bystrengtheningparenting andthecommunity.AllofthesecomponentsneedtobeincludedtoensurethatqualityearlychildhoodcareandeducationisarealityinSouthAfrica.

1.2. InTroDuCIng earLY ChILDhooD DeVeLopMenT

Theconceptiontoagefivephaseiscrucialforthedevelopmentofchildren,withthecriticalperiodforinfluencingtheholisticdevelopmentofachildbeingthefirst1,000days;inotherwords,fromconceptiontotwoyears.Manyofthedeterminantsofachild’sgrowth(forexample,physicalandmentalaspects)takeroot

duringthisearlyperiodofhisorherlife.ECDservicesareincreasinglybeingencouragedinSouthAfricaandinternationallytoprovidecomprehensivesupportandservicesto.youngchildrentopromotetheirdevelopment,particularlyduringthiscriticalphase.

However,thenumberofSouthAfricanchildrenhavingaccesstoECDservicesremainslimited.Asoutlinedinthebox(right),only35%ofchildrenattendECDcentresthatareregistered,andtherebyrecognisedasformal.Evenwhenchildrenattendinformalearlychildhoodcareandeducation(ECCE)programmes,manystayathomeafterthepre-schoolactivitieswithoutbeingencouragedorstimulatedintheirholisticdevelopment.Itiswellrecognisedthattheroleofparentsandcaregivers1incaringfor,andenablingthefulldevelopmentofachild,isanimportantaspectofequippingachildwiththehealth,well-beingandcognitiveabilitytocopeinthefamily,communityandschoolsetting.

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1.AsdefinedintheChildren’sAct(No.38of2005)asAmended,acaregiverisanypersonotherthanaparentorguardianwhocaresforachildandincludesfoster

parents,apersonwhocaresforachildwiththeexpressconsentofaparentorguardian,careofachildintemporarysafecareorachildandyouthcarefacility,

thepersonattheheadofashelter,achildandyouthcareworkerwhocaresforachildwhoiswithoutappropriatefamilycareinthecommunity,andachildatthe

headofachild-headedhousehold.

STaTISTICS: ChILDren anD eCD In SouTh afrICa

nuMBer of ChILDren In SouTh afrICa

18,523,7452including2,258,337livinginLimpopo(2010statistics)

nuMBer of eCD eDuCaTIonaL CenTreS In SouTh afrICa

12,593DSD-registeredECDsites

nuMBer of ChILDren SupporTeD In The aBoVe eCD CenTreS

385,000childrenbetween0and6years(asofJune2008) ChILDren froM BIrTh To 4 YearS of age

REPRESENTABOUT10%ofthetotalpopulation(2010statistics)

32.3%of0to4yearoldsattendadaycare,orcrèche

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2.Childrenaredefinedasthosebetweenbirthand18yearsofage.

3.Althoughnotstatedinthereport,itisassumedthisreferstochildrenundertheageof6years.

650,518childreninECDsites,whichincludepre-schoolprogrammeGradeRchildren,weresupportedbyDBEin2006of TheSe,

176,589children(from0to5years)attendedregisteredstand-aloneECDsitesthatwereregisteredwiththeDBEIn LIMpopo In 2006,

67,822childrenwerereachedbyECDstand-alonesitesregisteredwiththeDBE3

Note: Prior to 2010 the age group for ECD was defined as 0 to 5 years, however with more children attending Grade R, the age cohort reported for ECD subsequently became 0 to 4 years.

Statistics obtained from various sources, which are included in the references at the end of this publication.

UnderstAnding eArly Childhood development

In SouTh afrICa

NumerouslegislativepolicieshighlighttheimportanceandneedforECDservicesinSouthAfrica.TheleadresponsibilityforECDinSouthAfricaiscurrentlyjointlyvestedintheDepartmentofSocialDevelopment(DSD)andDepartmentofBasicEducation(DBE),whiletheroleofotherdepartments,specificallytheDepartmentofHealth,andothersectorsarealsorecognised.

ThefollowingdocumentsprovidethepolicyframeworksforthedeliveryofECDinSouthAfrica:• Education White Paper 5 on Early Childhood Development,whichisdated2001;• TheGuidelines for Early Childhood Development, publishedbytheDepartmentofSocialDevelopment andtheUnitedNationsChildren’sFund(UNICEF)inMay 2006,provideguidancetoECDsitesfortheregistration andstandardisationofECDservices,andguidelinesfor after-schoolandfamilycare;• White Paper for Social Welfare,whichwaspublished in2007;• TheNational Early Learning and Development Standards (NELDS) for children from birth to four years, whichwaspublishedbyDBEandUNICEFin2009, providesstateddevelopmentalexpectations inchildren.

The Draft White Paper for Families in South Africa (July 2010),whichatthetimeofwritingisstilladraft, isbasedonthe‘socialdevelopmentapproach’.ThedraftwhitepapercontainsareferencetothebookSocial Welfare and Social Development in South AfricabyProfessor LeilaPatelthatstates:“Thesocialdevelopmentapproachrecognisesthatthefamilyisthebasicunitofsocietyandplaysakeyroleinthesurvival,protectionanddevelopmentofchildren.Itsrationaleisthatfamiliesshouldbesupported

Early childhood development (ECD), as defined in the

Children’s Act (No. 38 of 2005), “means the process

of emotional, cognitive, sensory, spiritual, moral,

physical, social and communication development of

children from birth to school-going age”

(Section 91.1).

AnECD Centre,accordingtotheDepartment of Social Development Guidelines for ECD May 2006,refersto:“Anybuildingorpremisesmaintainedorused,whetherornotforgain,fortheadmission,protectionandtemporaryorpartialcareofmorethansixchildrenawayfromtheirparents.Dependingonregistration,anECDcentrecanadmitbabies,toddlersand/orpre-schoolagedchildren.ThetermECDcentrecanrefertocrèche,daycarecentreforyoungchildren,aplaygroup,apre-school,afterschoolcareetc.ECDcentresaresometimesreferredtoasECDsites”.

However,recentpolicyandstrategydevelopmentsinSouthAfricaindicatethatECD,andtheprovisionofcomprehensiveECDservices,isbroaderthantheChildren’sActdefinition.Thefollowingdefinitionsarenowbeingusedtoguidestrategiesandpractice:• early childhood development servicesrefertoALL servicesthatpromoteorsupportthedevelopmentof youngchildren.Thisincludesinfrastructuralprovisions, socialsecurity,birthregistration,healthservices,day careandeducationalstimulationincentres,homeand communitybasedcentres.• early childhood care and education (eCCe) services areoneaspectofECD.Theserefertoservicesand programmesthatprovidedevelopmentallyappropriate careandeducationalstimulationforgroupsofyoung childrenincentresbasedincommunitiesorathome.

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andtheircapabilitieshavetobestrengthenedforthepurposeofmeetingtheneedsofmembers.Theoriesencompassedinthisapproachrecognisethatfamiliesrequirearangeofsupportiveservicesinordertopromotefamilylifeanddevelopment.Overandabovetheforegoing,certainfamiliesmayrequireadditionalsupportiveservicessothattheycansolveproblemsinhumanrelationssuchasconflict,communication,parenting,substanceabuseandfamilyviolence,aswellasaddressproblemsarisingfromlifechangesandevents.”

TheWhitePaperisbasedonthefollowingthreeprinciples:1. Promotinghealthyfamilies;2. Strengtheningfamilies;and3. Thepreservationoffamilies.

Oneoftherecommendedstrategieswithinthesecondprincipleisto“strengthenandsupportchildcarecapacitiesbyimprovingthequalityandaccessibilityofgovernment-promotedschools,pre-schools,aftercareservices,andsocialwelfareservices,aswellasbringingtoscalecommunity-basedeffortstostrengthensupport”.

TheNational Implementation Plan for Early Childhood Development (NIPECD) providedtheframeworkforanintegratedandcomprehensiveserviceandaimedtoimprovethequalityandaccesstoECDfrom2005to2010(atthetimeofwritingthereisanewplanbeingdevelopedinSouthAfrica,butitisnotinthepublicdomain).TheNIPECDrecognisedservicedeliveryacrosshome,communityandtheformalschoolsetting.

Ofimportance,theNIPECDidentifiedtheneedatthehomeandcommunityleveltolinkECDprogrammestobroaderfamilies,householdandcommunityservices.Initsvision,thedocumentstatedthattheNIPECDwouldensurethat“familiesarerecognisedasthefirstandmainprovidersofearlychildhoodcareandstimulationandhaveaccesstoECDprogrammesthatareaffordableandofhigh-quality,andareparticipantsintheeducationandwell-beingoftheirchildrenthroughfamilyinvolvementinprogrammesandschools,aswellasopportunitiestoincreasetheireducationalattainment”.

Inaddition,theplanidentifiedtheneedforalargerskilledworkforcetofulfildifferentroles.ECDconsequentlywasincludedasasub-programmeinthegovernment’sExpandedPublicWorksProgramme(EPWP),whichaimedtoincreasethecohortofnewlytrainedECDpractitionersto19,800inafiveyeartimeframe.Parents,caregivers,unemployedandunder-employedpeopleweretheprimarytargetaudiencetobetrainedaspartofthisprogramme.ThisbuiltontheapproachintheWhite Paper for Social WelfarewhichplacedECDinthefamilyenvironment.

Morerecently,theChildren’s Act (No. 38 of 2005)makesprovisionforECDservicesandcentresinSouthAfrica.Chapter6oftheActprovidesfortheprovisionofECDprogrammesandservices;mandatedtheMinisterforSocialDevelopmenttodeterminenormsandstandardsandestablishprocessesfortheregistration,renewalandcancellationofECDregistration;andstatesthemandatesofthenational,provincialandmunicipalfunctioningofECDservices.AsaresultoftheAct,theDSDdeveloped,inconsultationwithothergovernmentdepartmentsandcivilsociety,theNorms and Standards for Early Childhood Development.

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TheseNational Norms and StandardsaimtoprovidetheregulatoryminimumnormsandstandardstoguideECDcentresandgovernmentorganisationsintheprovisionofarangeofservices.Thenormsandstandardscoverthefollowingelements:• TheapplicationforregistrationofECDprogrammes;• ConsiderationofapplicationsforECDprogrammes;• Appealsagainstcertaindecisions;• Therequiredqualifications,skillsandtrainingrequired forpractitionerstodeliverECDprogrammes;• Theassessmentandcompulsorymonitoringof ECDprogrammes;• Theassignmentoffunctionstomunicipalities, provincialandnationaldepartments.

InadditiontotheNorms and Standards,theSouthAfricanECDguidelinespublishedbyDSDinMay2006identifythefollowingareasforfamilyandhome-basedservicestoaddresswhenprovidingECDandfamilycareforchildrenintheirearlyyears:1. Thehomemustbeasafeplaceforyoungchildren;2. Toiletfacilitiesmustbesafeforchildren;3. Thehealthofchildrenshouldbeprotectedand illnessesdealtwithquicklyandcorrectly;4. Childrenmustbeimmunised;5. Diarrhoeamustbedealtwithcorrectly;6. Childrenshouldbekeptsafeatalltimesandtheir rightsprotected;7. Theimportanceoflearningthroughplaymustbe understoodandsupported;

8. Childrenshouldbehelpedtobecome emotionallystrong;9. Childrenshouldbehelpedtobecomeindependent andconfident.

ThegovernmenthasprioritisedECDandtheprovisionofECDhasbeenincludedasanationalprioritysince2008.Thefocushasbeenonexpandingthenumberoftrainedstaff,doublingthenumberofECDsitesinboththeformalschoolsetting(forGradeR),aswellasinthecommunitysettingthroughDSD,andincreasingaccessforyoungchildren.However,despitethefocusonECD,therehasremainedadisjuncturebetweenpolicyandpractice,ashighlightedintheBuffalo City Declaration.

InMarch2012,anationalECDConferenceheldintheEasternCaperesultedinwhatisknownastheBuffalo City Declaration,whichisessentiallyacommitmentbetweengovernmentandcivilsocietytoaccelerateactionintheECDsector.Theconferenceresolutions,whichindicatethechallengesinthesector,calledfor:1. Acomprehensivereviewandharmonisationofpolicy andlegislation;2. Thedevelopmentofacoordinatedapproachtothe effectiveprovisioningofECDservicesbygovernment, NGOs,civilsocietyandbusiness;3. Thestrengtheningoftheroleofparents,caregivers, familiesandcommunitiesintheprovisioningof ECDservices;4. Theinclusionofchildrenwithspecialneedsandthe extensionofECDservicestochildreninruralareas;

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5. AdequateresourcingofECDservicesincluding infrastructureprovisioning;6. Workingtowardsprofessionalisingandaccrediting thetrainingofECDpractitionersandpromotingthe Basic Conditions of Employment ActintheECDsector;7. Streamliningtheregistrationprocessand standardisationofECDservicestoimprovequality,and8. Thedevelopmentofaprogrammeofactionwithclear targetsandoutcomesfortheidentifiedfocusareas.

The2012declarationprovidesacommitmenttothewayforward.Itisbeingtakenseriouslyandenormouseffortsarebeingmadetoimplementtherecommendations.CriticaltothefutureofECDinSouthAfricaistheneedforECDpractitionerstobeviewedandrecognisedasprofessionals.ThechallengeisthatthereisnoclarityastoexactlywhereECD‘fits’ingovernmentasDBEisresponsibleforGradeRupwards,andDSDisresponsibleforchildrenfrombirthtofouryears.However,bothoftheseagegroupsfitwithinECD.Furthermore,thisaffectsthedevelopmentofaprofessionalboardforECDpractitionersasthereisnosingleleaddepartmenttodrivethisinitiative.Theroleofsuchaboardwouldbetoregulate,developandpromoteECDasanoccupationandtobuildprofessionalpractice.Inaddition,SouthAfricahasaregulatedNationalQualificationsFramework(NQF)that,throughtheQualificationsCouncilforTradeandOccupations(QCTO),guides,regulatesandmonitorsthetrainingofallqualifications.Therefore,buildingcapacity

ofpractitionersintheECDsectorrequirescoordinatedleadershipfromtheProfessionalBoard,theQCTO,DBEandDSD,andtrainingserviceproviders.

Finally,researchonECDstressestheimportanceofECDandindicatesthatacomprehensiverangeofECDservicesthatare,accordingtoa2003articleintheAmerican Journal of Preventive Medicine,“designedtoimprovethecognitiveandsocial-emotionalfunctioningofpre-schoolchildren…inturn,influencesreadinesstolearnintheschoolsetting.”ArecentstudyinfourSouthAfricanprovinces,entitledSA’s Young Need a Solid Start in Life,statedthat“ifallyoungchildrenaretorealisetheirpotentialandrighttodevelopment,weneedtoinvestinyoungchildrenandensurethattheseservicesreachthosechildrenmostinneed”.Thisstudyfurtherfoundthat“theyoungestchildren,andthoseleastlikelytoaccessservices,arebestreachedthroughprogrammesthatworkwithfamilies,eitherathomeorinthecommunity”andthat“theseprogrammeshavebeeneffectivetolinkchildrentoservices,andsupportearlystimulationandresponsiveparenting”.

TheapproachofThušanangTrustinachievingtheseoutcomesisexploredinthenextsection.

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the thUšAnAng experienCe:

BuILDIng eCD praCTITIonerS’ SkILLS To engage parenTS, CaregIVerS

anD CoMMunITIeS In The DeVeLopMenT of Young ChILDren

Thušanang Trust, an NGO based in Limpopo,

South Africa, has worked in the field of ECD with

rural communities in the Mopani and Capricorn

districts for over 20 years, and more recently in

the Vhembe District. ThušanangTrustisregisteredwiththerelevanttrainingauthoritiesinSouthAfricatoprovidenationallyrecognisedcertificatesforpractitionersworkinginECCEsites.However,theaimoftheirtrainingprogrammesisnotonlytoprovideaccreditedtraining,butalsotomakeasignificantcontributiontothecapacity ofthesepractitionerstoprovideaneffectiverangeofservicestoyoungchildrenthatcontributetotheirdevelopment,well-beingandlong-termeducationalgoals.Inadditiontotheworkthattheorganisationdoeswithpractitioners,anotherobjectiveoftheTrustrecognisestheimportanceofthehomeenvironmentandisconcernedwithhelpingprimarycaregiverstoprovideresponsibleparentingandpracticaldevelopmentalsupporttoyoungchildren.Thisincludesafocusonbuildingthecapacityofparentstomonitortheirchildren’sgrowthanddevelopment,promoteandsupportthechild’sdevelopment,highlighttheimportanceoflanguageandplayforeducationalstimulation,andraiseawarenessoftheadverseeffectsofharshpunishment,notaddressingdevelopmentalissuesearlyonandneglectonchilddevelopment.

3.1. BuILDIng CapaCITY of eCD praCTITIonerS

InalignmentwiththelegislativeandpolicyframeworkofSouthAfrica,theaccreditedtrainingprovidedbyThušanangTrustaimstodeveloptheprofessionalpracticeofECDpractitioners.Inadditiontothetrainingofthepractitioners,theprimaryfocusistostrengthenthefunctioningandeffectivenessofcrèchesasECCEsitesinruralLimpopo.Thegoalisthatchildrenwillbecaredforinasafeandnurturingenvironmentthatsupportstheirdevelopment.Thisisachievedthroughformaltraining,mentoringofECDpractitionersinacrèchesetting,andbuildingcapacityofcrèchecommitteestomanagecentres.AlltheseactivitiescontributetothedevelopmentofECDpractitionerswhoareresponsibleforimplementingeffectiveECCEprogrammesinacrèche.

ThebenchmarkusedbyThušanangforqualityECDservicesistheNELDSframework,whichisdescribedintheboxbelow.

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naTIonaL earLY LearnIng anD DeVeLopMenT STanDarDS

TheNational Early Learning and Development Standards(NELDS)indicatethedesiredcompetenciesthatchildrenshouldacquireanddevelopthroughplannedandunplannedprogrammesandactivitiesinthehomeandineducationalenvironments.Forchildrentoreachtheirfullpotential,theyneedthesupportofadultsintheirhomesandchildcareenvironments.Thedesiredresultsareaimedat:

ThecoursesofferedbyThušanangtoachievethesestandardsandresultsincludepre-schoolorientationprogrammestogiveabackgroundofECDbeforeembarkingonformaltraining;theNQFaccreditedECDqualification;earlynumeracyandliteracyprogrammestobuildtheskillsandknowledgethatECDpractitionershavealreadyacquired;andvariousworkshopscoveringtopicssuchasdifferentthemestorunduringtheyear,theChildren’sAct;andfirstaidcoursesattwolevels.

ThušanangTrustprovidestrainingforECDpractitionersfortheFurtherEducationandTrainingCertificate:EarlyChildhoodDevelopmentatNQFlevel4(SAQAID58761).ThisqualificationisregisteredwiththeEducation,TrainingandDevelopmentPractices(ETDP)SectorEducationTrainingAuthority(SETA)fortheskillsdevelopmentofECDpractitionersinSouthAfrica.

AsamemberoftheNtataiseTrustnetwork4,Thušanangusesthenetwork’smaterials,whichweredesignedtoconformtotherequirementsfortheLevel4certificatementionedabove.Thesematerialsareintendedforpre-schoolsinruralareasofSouthAfrica.Thušanangsupplementsthesematerialswithotherresources.

Thetraining,however,isonlypartofthecapacitybuildingapproach,asThušanang’sECDtrainerscontinuetoprovidesupporttothepractitionersincrèchesafterqualificationshavebeenachieved.TheThušanangapproachinvolvesprovidingholisticandintegratedsupportincludingconductingsitevisits,providingmaterialsbasedonthemesforimplementationinthecrèche,offeringadviceonhowtostrengthenpractice,supportingpractitionersinidentifyingreferralservicesforchildrenwithparticularneeds,strengtheningcrèchemanagementthroughcommitteetraining(thisisdiscussedlaterinthiscasestudy)andprovidingencouragementthroughongoingmentoringandsharingthepassionoftrainersforthedevelopmentofyoungchildren.

4.Ntataise(meaningtoleadayoungchildbythehandandpronouncedn-tata-ee-se)isanindependentnotfor-profitorganisationfoundedinSouthAfricain

1980tohelpwomeninpoorruralareasgaintheknowledgeandskillstoestablishECDprogrammesforchildrenintheircommunities.Over10,000women,reaching

morethan300,000children,havebenefitedfromNtataise’strainingandsupporttodate–supportwhichhasgiventhemthecapacitytohelpthemselves.

Ntataiseservesasacentraltrainingagency,offeringitsprofessionaltrainingprogrammesandcourses,materials,assessmentsandmonitoringservices.For

moreinformationseewww.ntataise.co.za.

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• Assistingtoensurethatchildrenlearninan integratedway;• Enablingparents,practitionersandothercaregiversto provideappropriateprogrammesandstrategiesto supportchildren’slearningactivities;and• Providingthebasisforlifelonglearning.Thedesiredresultsare:• Childrenarelearninghowtothinkcritically,solve problemsandformconcepts;• Childrenarebecomingmoreawareofthemselvesas individuals,developingapositiveself-imageand learninghowtomanagetheirownbehaviour;• Childrenaredemonstratinggrowingawarenessof diversityandtheneedtorespectandcareforothers;• Childrenarelearningtocommunicateeffectivelyand uselanguageconfidently;• Childrenarelearningaboutmathematicalconcepts;• Childrenarebeginningtodemonstratephysicaland motorabilitiesandanunderstandingofa healthylifestyle.

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Thetraininghaschangedthewaythatcrèchesupervisorsandstaffoperate.AsonecrèchesupervisorandECDpractitioner,MoyahaboMalatji,indicated:

“ThE TRAINING OPENED MY MIND ABOuT RuNNING A

CRèChE. TO BE hONEST WITh YOu BEFORE I WENT FOR

TRAINING, I DIDN’T kNOW MuCh ABOuT RuNNING AN ECD

CENTRE ExCEPT GIVING ThEM FOOD AND LETTING ThEM

SLEEP uNTIL ThE END OF ThE DAY WIThOuT TEAChING

ThEM PARTICuLAR SkILLS. ChILDREN END uP FEELING

BORED IN A CRèChE. BuT NOW I kNOW ThAT WE NEED

TO FOLLOW A PARTICuLAR PROGRAMME SO ThAT

ChILDREN CAN SOCIALISE WITh OThERS AND GROW.

I hAPPENED TO LEARN A LOT ABOuT hOW TO RuN A

CRèChE, WAYS OF TREATING A ChILD AS WELL AS

DEALING WITh A PARENT.”

Asaresultofthetrainingtheactivitiesatthecrèchesaremorestructuredintheformofadailyroutine.ItisdescribedbypractitionerJuliaMothapoasfollows:

“OuR DAILY PROGRAMME STARTS WITh INSPECTING

ThE YARD FOR SAFETY REASONS, CLEANING ThE YARD

WhILE OThERS ARE CLEANING ThE CLASS AND ONE IN

ThE kITChEN. ChILDREN NORMALLY ARRIVE AT SEVEN

O’CLOCk. WE DO ThE MORNING RING. WE CONDuCT

hEALTh ChECkS AND ADMINISTER TREATMENT TO ThOSE

WhO NEED MEDICATION. WE TAkE ThEM TO TOILETS,

hAND WAShING, AND ThEN GO BACk TO ThE CLASS FOR

DIFFERENT CREATIVE ACTIVITIES. WE ALLOW TIME FOR

EATING MORNING SNACkS. ThEN ThERE ARE OuTDOOR

ACTIVITIES WhILE WE ARE OBSERVING ThEM.”

ECDpractitioners,whohavereceivedsupportfromThušanangandwhoworkatprimaryschoolsinthetwodistrictswheretheorganisationhassupportedcrèchesforthepasttwodecades,arepositiveaboutthetrainingandhavereceivedgoodfeedbackfromGradeRandGrade1teachers,accordingtothepractitionersthemselves,aswellastheECDtrainers.Theseteachersnoteamarkeddifferenceintheconfidence,abilityanddevelopmentofchildrenwhohaveattended“agoodcrèche”.

Practitioner,SophieMangena,describessomeoftheactivitiesdonewiththechildren:

“WE ARE TEAChING ThEM PRE-LITERACY SkILLS.

ChILDREN ARE DOING PRE-WRITING SkILLS, DRAWING,

PAINTINGS AND, AS A RESuLT OF ThE ENRIChMENT

PROGRAMME WE RECEIVED, WE TRAIN ChILDREN TO

BE ABLE TO COuNT NuMERICALLY, IDENTIFY MONThS

AND SEASONS OF ThE YEAR. BECAuSE IN OuR CRèChE,

WE TEACh ChILDREN A LOT OF ThINGS, SuCh AS

RECITATION, WRITING, DRAWING uSING CRAYONS AND

[WE] ENCOuRAGE ThEM TO TAkE ThEIR TASkS hOME TO

ShOW ThEIR PARENTS.”

TherearemanybenefitsforchildrenwhoreceiveaqualityearlychildhoodexperienceatcrèchessuchasthosesupportedbytheThušanangproject.TheseareespeciallyevidentforanECDtrainer,whoindicatedthataprimary

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schoolteacherhasrecommendedtoparentsinafewcasesthatchildrenspendsixmonthstoayearatacrèchebeforeattendingGradeRorGrade1astheywerenotreadyforschool.TheimportanceofactiveparticipationbyparentsandcaregiversandThušanang’sactivitiesinthatregardiscoveredinsection3.3ofthispublication.

Childrenwhohavenotattendedacrècheatallareusuallyunabletosocialisewithotherchildren,cannotanswerquestionsfromtheteacher,cannottalktoanadult,areunfamiliarwiththelearningprocessorunabletoidentifyshapesandnumbers,andareunabletolistentootherchildren,oraskquestions.Inaddition,thephysicaldevelopmentofthechildisalsoimportantandachildwhohasjumped,run,usedhoops,climbedjunglegymsandmovedtomusicismorecoordinatedandhasthefinemotorcontrolneededforlearningtoreadandwrite.

AsanadditionaladvantageforECDpractitioners,primaryschoolshavestartedtorecognisetheskillsandqualificationsofthepractitionerswhohaveachievedtheNQFlevel4qualification.InsteadofallocatingprimaryschoolteacherstobeGradeRteachers,theyareappointingECDpractitioners.ThušanangECDtrainerspointedoutthatthisisagreatopportunityforECDpractitionerstoberecognisedasaprofessional,earnasalary,continuetodevelopyoungchildren,andengagewithfamilies.AlthoughitdoesmeanthatthereisaconstantneedtotrainECDpractitioners,ThandiMlambo,aseniorECDtrainer,statedthatsomeofthepractitionersare“strongenough”andpassionateaboutthecrèchesandthereforechoosetoremainattheircentre,turningdowntheoffertoworkataprimaryschool,whichwouldentitlethemtoahighersalary.

ThejobopportunitiesforECDpractitioners,whichsometimesarisefromtherecognitionoftheirwork,leadtoachallengeforthecrèchesandThušanangbecauseitmeansthatpeopleleaveandnewindividualsneedtobetrained.Forexample,afollow-upstudyconductedbyThušanangof23oftheir2010/2011graduatesindicatedthateighthadmovedintotheprimaryschoolstoteachGradeR.Thisisillustratedinthegraph(right).ThegraphfurtherindicatesthatotherjobopportunitiesarecreatedinthefarmingandNGOorhealthsector,particularlyinrespondingtotheHIVpandemicintheprovince.Encouragingly,13ofthegraduateshaveremainedinECDwork.

Insomesituationsyoungerpeople,whoarenotassettledintheirpositionsinthecrècheandinthecommunityasaretheolderpractitioners,mayalsoleavethesector.Statisticsshowthatthesegraduatestakethejoblessseriouslyasthereisnoevidenceofthemmovingtootherjobsorcareers.ECDtrainer,RosinaMasipatalkedaboutthischallenge:

“WE DO hAVE YOuNG PRACTITIONERS IN ThE ECD

CENTRES, BuT ThE PROBLEM IS ThAT ThEY DON’T TAkE

ThIS JOB SERIOuSLY OR AS A PROFESSIONAL JOB, SO

ThEY END uP LEAVING ThE CRèChE. WE hAD TO

TRAIN OThER PEOPLE TO REPLACE ThEM. BuT PEOPLE

OF MIDDLE AGE AND SENIORS hAVE A SENSE OF

MATuRITY AND BELONGING SO ThEY STAY FuLL TIME

IN ThE CRèChES.”

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Thušanang TruST TraCkIng STuDY:

2000 – 2011 STaTISTICS

SinceprovidingthesupportforECDpractitioners,Thušananghasidentifiedtheneedforapeer-to-peerECDpractitionermentorshipprogramme.Asaresult,theorganisationstartedtheprocessofdevelopingsuchaprogrammethatwillworkintheruralLimpoposetting.TheaimistobuildtheknowledgeandskillsofECDmentorstomotivate,supportandhelpensurecontinuedqualityoflearningprogrammes.

3.2. BuILDIng CapaCITY of CrèChe CoMMITTeeS

ThenormsandstandardsdocumentforECDinSouthAfricaindicatesthatallECDcentres,includingcrèches,shouldhaveamanagementcommittee.TheThušanangexperienceisthatcommitteesrequiretrainingon,amongstothertopics,theroleofmembers,engagementwithparents,chairingandminutetaking,andfinancialmanagement.AsaresultThušanangsupportsthedevelopmentofcrèchesbytrainingthecrèchecommittee,supplyingeducationalandconsumableresources,assistingwiththeregistrationofthecrèchewithDSD,andimprovingfacilitiesatcrèches,whichcouldincludebuildingtoilets,startingfoodgardensandplantingtrees.TheaimoftrainingthecrèchecommitteeistoestablishandmaintainafunctioningcommitteeforthesustainabilityandgoodmanagementoftheECDcentre.

Thecommitteetrainingisforthecrèchechairperson,treasurer,supervisorandoneothercommitteememberfromthecommunity(whoideallyisaparentofachildinthecrèche).ThesupervisoristheECDpractitioner,whoaspartoftheiraccreditedcertificateprogrammeisalsotrainedonthemanagementofthecrèche.

ManyofthecommunitiesinwhichthecrèchessupportedbyThušanangarebasedhavecometorecognisethatECDpractitionershaveasetofskillsthatarevaluableforassistinginthedevelopmentofyoungchildren,aswellashelpingparentsandfamilies.AsaresulttheyhavealsofoundthattheECDpractitionerscanaddvaluetothebroaderdevelopmentofthecommunity.Insomemunicipaldistrictsandvillagecommittees,forexample,ECD

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new JoBS:BreakDown BY SeCTor

new CreChe

hIV/aIDS work

graDe r TeaChereCD work

farM eMpLoYee

8

7

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practitionershavebeeninvitedtoparticipateincommunitystructuresbecausetheybringanunderstandingofthedevelopmentalneedsoffamilies,andtheyareabletochairmeetingsduetothecrèchecommitteetraining.Particularskillsthatarerecognisedasvaluableinthecommunitystructuresinclude:• recognisingthateveryonehasvaluablecontributions tomakeandthereforelisteningtoeveryone;• understandingthatsomeonemaydisagree,that differentopinionsareacceptable,andthatitis importanttoaskwhyapersondisagrees;and• knowinghowtohandleandcontrolameetingsothat allparticipantscanworktogethertowardsanagreed goal,ratherthanfightwithoneanother.

Akeyelementtothesuccessofsustainedcrèchemanagementisforgoodmanagementpracticetobeentrenchedinthecrècheconstitution.ThušanangTrusttrainer,ThandiMlamboraisedthispoint:

“WE NEED TO LOOk AT ThE CRèChE CONSTITuTION SO

ThAT ThE MAIN PEOPLE ON ThE COMMITTEE REMAIN

AND DO NOT ChANGE ANNuALLY. FOR ExAMPLE, ThE

ChAIRPERSON, TREASuRER AND SECRETARY. IT IS A

PROBLEM IF ThE CONSTITuTION INDICATED ThEY MuST

ChANGE EVERY YEAR BECAuSE ONE IS NOT ABLE TO

BuILD ThE CAPACITY OF ThE COMMITTEE OVER TIME.”

Withregardtofacilities,therehasbeenahugeimprovementininfrastructureandaccessibilitytoandfromdeepruralareas(primarilythroughthegovernment’sdevelopmentandinfrastructuralprogrammesinruralareas).However,workinginaruralsettingcontinues

tobringchallengestochildcareincrèches,aswellasathome.OneofthebiggestchallengesThušananghasexperiencedinsupportingthedevelopmentofcrèchestomeettheminimumnormsandstandardsistheavailabilityofwaterandhowcrèchesaccesswater.Accesstowater,appropriatesanitationandhygieneareimportantelementsintheholisticdevelopmentofayoungchild.Considerationhastobegiventoaspectssuchasthefollowing:• Howtogiveachildcleanwatertodrink;• Whetherchild-sizedtoiletsareavailable;• Howchildrencanwashtheirhands,andhowECD practitionersteachbasichygiene,whenthereis nowater;• Howgoodnutritionandvegetablegrowingcan bepromotedwhennowaterisavailableeventhough municipaltapsmaybeprovided;and• Hownappiescanbedisposedofatacrèche.

Insomecrècheschildrenbringatwo-litremilkbottlecontainingwatereverydaysothattheyhavewatertodrinkanduse.Toobtainthewater,caregivershaveoftenhadtowalkalongdistanceandwaitforwatertobeturnedon,ormayevenhavehadtodigaholeintheriver,waitforthewatertocomeup,andthenfillacontainerbeforegoinghometotreatthewatertoensurethattheirchildrenhavewatertodrinkthenextdayatschool.

Inordertoaddressthischallenge,ThušanangTrustisencouragingthecrèchestoengagewithcommunitystructuresandlocalauthoritiestoincreaseaccesstoavailablewater,trainingpractitionersonhowtoincludehygienepracticesintothedailyactivitieswithchildren,andtoencouragecrèchecommitteestoprovideappropriatesanitationforchildren.

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3.3. STrengThenIng The DeVeLopMenT of Young

ChILDren Through parenTIng

InadditiontobuildingthecapacityofECDpractitionersandcrèchecommitteemembers,ThušanangTrustalsoassistsparentstorecognisethecharacteristicsof‘qualityeducation’andunderstandtheimportanceofchildrenbeinggivenopportunitiesforphysical,emotionalandsocialdevelopmentfrombirth.Thušanang’sstaffmembersareoftheviewthatitisimportantforparentsandcommunitymemberstorecognisethatagoodcrècheorpre-schoolcanbeoneofthebuildingblocksoftheholisticandfulldevelopmentofachild.Inaddition,parentsandcommunitymembersshouldbeawarethattheyhavetherighttoraiseconcernsandaskquestionsinregardtoconcernsthataschoolisnotmaximisingachild’schancesforlife-longlearning.

AsaresultofthisneedthepractitionersaretrainedbyThušanangtoincludeparentsintheactivitiesofthecrèche,aswellastoprovidethemwithskillstoenhanceachild’sdevelopmentathomeandinthecommunitysetting.Thušanang’strainingcoversthetopicsoftheimportanceofincludingparentsinthedevelopmentofchildrenandprovidessuggestionsregardinghowECDpractitionerscanfacilitatethisprocessinthecommunity.ECDpractitionersareexpectedtobeabletoengagewithparentsandthecrèchecommunityinanefforttoaddressissuesthatimpactonthedevelopmentandwelfareofyoungchildren.

InadditiontotheworkoftheECDpractitionersinincludingparentsandcaregiversinthedailydevelopmentofthechild,ThušanangofferstheDevelopingFamilies

Project,whichbuildstheknowledgeandskillsofparentsonhowtobebetterparents.Topicscoveredinthisprogrammeinclude:• Understandingwhatbabiesneed;• Understandinghowbabiesdevelop;• Gettingandgivingsupporttotheirfamilies andcommunities;• UnderstandingthechallengesandproblemsoftheHIV andAIDSepidemicandhowitaffectsfamilies;and• Understandingtheroleofacaregiverandtheroleofa crècheteacherinlookingafterbabiesandtoddlers.

Inaddition,theParent/PrimaryCaregiverCapacityBuildingTraining,whichwasdesignedbyDSDincollaborationwithUNICEFSouthAfrica,coversarangeoftopicsthataddressthedevelopmentofthechild(includingphysical,emotional,social,health,creativity,intellectandlanguageaspects),healthyfamilyrelationships,childsafetyandprotection,positivediscipline,griefandbereavement,children’srights,HIVandAIDSawareness,andthewell-beingofthecaregiver.

Thušanangalsohostsinformationsharingsessionsforparentsandcommunitymembers.Topicscoveredinthepastincludehumanrights,children’srightsandcaregiverresponsibilities,HIVandAIDS,parent-childrelationships,financiallife-skills,andalcoholanddrugabuse.Thefocusofthesesessionsisonbuildingcommunitymembers’knowledge,increasingaccesstoinformationandservicesthatareofbenefittothem,andthewell-beingofboththechildrenandthecommunityasawhole.

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Parentprogrammesfocusontopicsthatbuildtheessentialskills,knowledgeandattitudesthatareimportantinraisingbabiesandyoungchildren.Theaimistoencourageparentsandcaregiverstobecomemoreinvolvedinthedevelopmentoftheirchildrenandimprovetheircapacitytocaterfortheirchild’swell-being.Thisincludesafocusonhealth,onthechildasanindividual,andtheiremotional,cognitiveandspiritualwell-being.Agrandmother,whohasbeeninvolvedintheseprogrammes,AlbertinaLethelele,describedsomeoftheinformationshehadobtained:

“WE hAVE BEEN TAuGhT hOW TO TAkE CARE OF A ChILD,

TALkING AND hANDLING OF A ChILD. EVEN IN TERMS

OF FOOD – INSTEAD OF FORCING ThE ChILD TO EAT

PORRIDGE ONLY, WE hAVE LEARNT OF ThE NuTRITIONAL

VALuE OF DIFFERENT FOODS WhICh hELPS IN ThE

GROWTh OF ThE ChILD.”

Parentsaregivensuggestionsabouthowtheycancontributetothedevelopmentoftheirchildrenby,forexample,askingwhatactivitiestheydidatcrèchethatday,orimprovisingbyusingitemssuchascardboardboxesorwoodthatreplicatedailyobjects,ortellingstoriesandencouragingchildrentosharetheirthoughtsandfeelings.Theseapproacheshelpchildrentodevelopandpreparethemforschoolandengaginginsocialinteractions.ThebenefitsoftheinformationaredescribedbyAlbertinaLetheleleasfollows:

“OuR MINDS WOuLD BE SO BLANk, AND ThE WAY WE

REAR OuR ChILDREN WOuLD BE INAPPROPRIATE DuE

TO LACk OF kNOWLEDGE. BECAuSE OF TRAININGS

AND kNOWLEDGE WE hAVE ACquIRED, WE hAVE BEEN

DEVELOPED AND TRANSFORMED AS WE NOW hAVE ThE

kNOWLEDGE OF DEALING WITh ChILDREN.”

Theparentingtraininghasinfluencedhowsomecaregiversmanagetheirhousehold,andrelievedtheburdenofcaremanygrandparentsfelt.Describingthesituationbeforetakinghergranddaughtertocrècheandreceivingtraining,AlbertinaLethelelesaid:

“IT uSED TO BE ChAOTIC AT hOME BECAuSE I SPENT

ALMOST ALL MY TIME CONCENTRATING ON ThE ChILD.

ONE CANNOT EVEN hAVE ME TO PERFORM hOuSEhOLD

ChORES BECAuSE OF [ThE] ChILD CRYING AND

DEMANDING YOuR ATTENTION. BuT hAVING TO TAkE

ThE ChILD TO ThE CRèChE hAS RELIEVED ThE BuRDEN

OF CARE. NOW ThE CRèChE ChILDREN GET ENOuGh

TIME TO PLAY WITh OThER ChILDREN WhILE LEARNING

AND DEVELOPING.”

Thechangeinunderstandingofchilddevelopmentisfreeingthecaregivertodohouseholdchoresorattendwork,andprovidesknowledgeon“howtocareanddevelopchildrenwhoneedtobeunderstoodashumanbeingswhoarelearninganddeveloping”,asdescribedbyThandiMlambo,theseniorECDtrainer.

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Anotherparent,SophyMasekwanmeni,describedtheeffortsofECDpractitionersinprovidinginformationaboutthechildinthecrèchesetting,whilealsoofferinginformationthatwillassistcaregiversoutsideofthisenvironment:

“WE COME TO ThE CRèChE AND WAIT FOR ThE CRèChE

TEAChER TO FACILITATE FEEDBACk WITh uS ABOuT ThE

PROGRESS OF OuR ChILDREN AND TO TRAIN uS ON hOW

WE ShOuLD hANDLE ChILDREN AT hOME.”

AsaresultofthetrainingparentsandECDpractitionersgainednewinformationabouttakingcareofbabies.Inadditiontothemneedinganurturingandsafeenvironment,theimportanceofunderstandinghowbabieslearnandtheexperiencesthattheyneedtostimulatedevelopmentwasrecognisedthroughthetraining.

Thušanangtrainersstatedthattheyhaveobservedthedevelopmentandgrowthofparentsorcaregivers,alongwiththechildren,asthesupportfromtheECDpractitionersprogresses.DavidMakhafola,aThušanangcommunitydevelopmenttrainersaid:

“PARENTS MuST BE ABLE TO SEE ThE DIFFERENCE IN A

ChILD AT ThE CuRRENT MOMENT AND PREVIOuSLY.”

TheneedforclosecollaborationbetweentheparentsandtheECDpractitionersatcrèchesisevidentinthefollowingstatementbytrainer,ThandiMlambo:

“WE ShARE WhAT A ChILD CAN AND CANNOT DO. FOR

ExAMPLE, A ChILD uSES A GLASS AT CRèChE, BuT

ONLY PLASTIC CuPS AT hOME AND ThE PARENT WILL

ShOuT AT ThE ChILD NOT TO TOuCh ThE GLASS. ThE

REACTIONS ARE DIFFERENT BECAuSE AT ThE CRèChE

ThE ChILD IS AFFIRMED, BuT AT hOME IS ShOuTED AT

AND uNDERMINED.”

Growthcanonlycontinuetohappenifthereiscontinuousengagementandcollaborationbetweenthecrècheandtheparentorcaregiver,aspointedoutbygrandmotherAlbertinaLethelele:

“IT IS quITE VITAL ThAT PARENTS ShOuLD kEEP

REGuLAR CONTACT WITh ThE CRèChES TO PARTICIPATE

IN ThE uPBRINGING OF ThEIR OWN ChILDREN.”

Thušanangstaffmembershavefoundtheengagementwithparentstobechallengingattimes.Itrequiresoutreach,communicationskillsandengagementwithparentsinaprocessovertime.Inparticular,manyparentsarenotinterestedanddonotwanttobeinvolvedin

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thedevelopmentoftheirchildrenorparticipateinearlyeducationalactivities.DavidMakhafolahighlightsthechallenge:

“ThERE WILL BE LESS ThAN 50% OF PARENTS NOT

REALLY INVOLVED BECAuSE, FOR ThEM, WhAT ThEY

CARE ABOuT IS ThAT ThE ChILD IS ThERE, AT ThE

CRèChE. ThEY ThINk: ‘I’LL TAkE ThE ChILD TO AND FROM

ThE CRèChE’. AND ThEY ThINk ThAT IS ALL ThEY ARE

RESPONSIBLE FOR. ThERE ARE PARENTS WhO WON’T

BuDGE, AND I ALWAYS TELL ThEM DuRING MY TRAININGS

ThAT ‘YOu CAN’T CALL YOuRSELF A PARENT IF YOuR

ChILD IS AT ThE CENTRE AND YOu hAVE FINIShED A

MONTh WIThOuT CONSuLTING A TEAChER TO ASk

‘hOW IS MY ChILD DOING?’ EVEN WORSE, AS TIME

GOES, ThE ChILD WILL LEARN ThEIR OWN WAY TO

SChOOL, AND ThE PARENT WON’T EVEN TAkE hER

hALFWAY TO SChOOL. AND YOu WILL NEVER SEE ThE

PARENT. A LOT OF PARENTS ARE NOT REALLY INVOLVED

IN ThEIR ChILDREN’S EDuCATION, BuT YOu STILL FIND

PARENTS WhO ARE COMMITTED SuCh [AS] ThOSE

WhO ARE IN COMMITTEES.”

TrainerThandiMlambofurtherindicatedthat“peopledon’twanttoberesponsible...someparentsthinkthatECDisnotimportantsotheylockchildrenintheirhouse”.Thisisparticularlythesituationwithchildrenwhohavespecialneedswhoare“keptbehinddoorssothatpeopleoutsidemightnotseethattheyhavesuchachild,”shesaid.

ThroughoutthetrainingprovidedbyThušanangtoECDpractitionersandparents,itisnecessarytoconfronttheseperceptionsandencourageaccessforallchildrentocrèchesand,inturn,toopportunitiesforholisticdevelopmentandgrowth.

Afurtherchallengeinengagingbothparentsinthedevelopmentofyoungchildrenincommunities,relatestogendernormsandperceptions.TrainerDavidMakhafolasharedhisexperience:

“ThERE IS ThE BELIEF ThAT TAkING CARE OF ChILDREN

IS A WOMEN’S RESPONSIBILITY, WE DON’T ExPECT MEN

TO ChANGE NAPPIES, FEED ThEM, AND WASh DIShES.

MAYBE WhEN WE GROW WITh TIMES MEN WILL BE ABLE

TO DO SuCh ThINGS.”

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Similarly,notallfathersandgrandfathersfeel‘free’toplaywiththeirchildren,eventhoughinsomefamiliesamotherdoesnothavetimeornaturalaptitudetoplaywithachild.TheECDtrainersindicatedthatitis“wonderful”tohavemenpresentinthetrainingandthatitstillallows“mentosaywhatmensayandwomentosaywhatwomensay”.ThereistheaddedvalueofpeoplesharingideasanddiscussingECDissuesandchildrearingpracticesbetweenallparticipantsandgenders.ThispointwashighlightedbyThandiMlambowhoreportedthatoneelderlymaninatrainingsaidthathewas“notawareofthischilddevelopmentandthathenowhadtogohomeandtalktoallhisfamily,includinghissons,aboutwhattheymustdoasfathers”.

HIVissuesareincludedinmostoftheprogrammesofferedbyThušanang.GiventheHIVpandemic,theorganisationregardsitasimportanttomainstreamHIVandAIDSintrainingandawareness-raisingrelatingtothehealthandwell-beingofchildrenandfamiliesandincaregiving.OneoftheparentsessionsincludesHIV,andthiswashugelybeneficialasitgaveparentsthespacetodiscussissuesaboutwhichtheyotherwisemaynothavespokenorthoughtaboutinrelationtobringingupchildren.Inonegroupdiscussion,amanindicatedthathewasHIVpositiveandshunnedbythecommunity.Despitethishecametotheworkshopandsaiditwasamazingtobeacceptedbythewomenwhowerealsoattendingbecauseitwasthefirsttimehehadanysupportfromhiscommunity.

emerging lessons

The Thušanang experience highlights three key

lessons for ECD training and practice, and the

process of engaging parents and caregivers in the

holistic development of their children.

4.1. LeSSon 1: The TraInIng of eCD praCTITIonerS IS a proCeSS BaSeD In The CLaSSrooM anD on-SITe In a CrèChe.

ThetraininganddevelopmentofECDpractitionerstakestime,particularlywhenthefocusisnotonlyontheachievementofanaccreditedcertificate,butalsoonsustainingclassroomcompetency,effectivecrèchemanagement,buildingthecaregivingabilitiesofparents,andimpactingoncommunitychallengesthatinfluencechilddevelopment.ThisapproachrequiresECDpractitionerswhohaveanaffinityandvocationtoworkwithchildrenintheearlyyearsoftheirdevelopmentandwhoarepreparedtoengagewithparentsandcommunitymembers.SuchpractitionersarelikeEmilyRamolotja,whowasaskedwhatmotivatedhertostartacrècheinhercommunity,andwhoanswered:“BecauseIloveworkingwithchildren.”

Providingaccreditedtrainingisnoteasyforanumberofreasons,firstly,duetotheregulatorydemandsoftheformalisedskillssectorinSouthAfrica.TheregistrationandverificationrequirementsoftheNQFqualityassurancebodiesneedtobemetandmaintained.Thisrequiresstrongorganisationalmanagement,experiencedandqualifiedtrainers,agoodworkingrelationshipwithgovernmentagencies,andstaffwhoarecommittedtothegoalsofanorganisation,whoareabletobeflexible,andarepassionateandresponsivetoboththeregulatoryrequirementsandtheneedsofpractitionersbasedincrèches.

Secondly,therearechallengestoworkingintheruralsetting.Forexample,thedistancesthatmustbetravelledbyThušanangfacilitatorsandlearnersinLimpopoarevast,andthereforethecoursecostperlearnerishigherthanitwouldbeinanothersetting.Inaddition,ifsomeonedoesnotarrivefortraining,itisnotpossibletogivethatspacetoanotherECDpractitionerasthedistancesaretoofarforanotherpersontocomeandfillthespaceonthatday.

EmergingpracticehighlightstheimportanceofECDpractitionersprovidingmentoringforotherpractitioners.Forexample,amoreexperiencedECDpractitionerisabletoguidearecentlyqualifiedpractitionerinbeingabletorespondmoreeffectivelytothecreativityanddevelopmentalneedsofthechild.

Thušananghasfoundthatitcannotleaveacrèchetocontinuethemomentumonitsownbecauseovertimecrèchesoftenseemtodegeneratedespitethetraining,iftheyareleftunsupported.ThisisahugechallengeasThušanangmustcontinuetoprovideassistance.Asaresult,thefocusforsomecrèchesisnowonworkingtowardsapeerandmentorprogramme.Manycrèchesareatastagewheretheyonlyneedonevisitpermonth,butduetothedistanceandcostsoftravel,thisisanexpensiveundertakingforThušanang.Thereforethefocusisondevelopingclustersorpeergroupsofpractitionersandidentifyingleaderswithinthosegroupstobetrainedasmentors.Theseleaderswillthenmentorthepeergroups.Theclusterswillcontinuetorunandmeetonaregularbasis.Thepeergroupwillmeetregularlytoshareideas,resources,challengesandsuccesses.EmpiricalevidencefromThušanangtrainersandfacilitatorsindicatesthatthemainissuethatstopsECDpractitionersfrommaintainingmomentumisthattheyfeelisolated.Thegoalofthisinitiative,therefore,isthatthecreation

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ofthesecaregroups,whichwillmeetatadifferentcrècheeachmonth,willresultinagreaterpossibilityofdevelopmentbeingsustainedthroughpeersupportandpositivepressureorreinforcementfrompeers.ThiswillenableThušanangECDtrainerstofocusoncrècheswhereallthepractitionersinthecentrearestillbeingtrained,ortrainingothercrèchesthathaverecentlyjoinedThušanang.

4.2. LeSSon 2: The TraInIng of eCD CrèChe CoMMITTeeS faCILITaTeS parenT anD faMILY engageMenT In hoLISTIC ChILD DeVeLopMenT.

ManaginganECDcentreisanimportantelementofprovidingaqualityandholisticECDexperiencetochildren.Asillustratedinthiscasestudy,thetrainingprovidedbyThušanangisvaluedbythecrèchepractitioners,andhashadunexpectedbenefitsinthebroaderdevelopmentofthecommunity.However,thetrainingisonlyonepartoffacilitatingeffectivemanagementinthecrèche.ThušanangECDtrainersneedtoworkhandinhandwithpractitionersinthecrèchestoimproveandsustainpracticeovertime.Theaimoftrainingthecrèchecommitteeistoembedwhatistaughtaspartofthesupervisor’sclassroombasedtrainingthroughincreasingcommitteepracticetomanagethecrèche.Criticaltothisisensuringthattheparentsandcommunityarerepresented,andparticipate,inthecrèchecommittees.Inaddition,itisessentialthatgoodmanagementpracticeisentrenchedinthecrècheconstitution.

Thiscasestudyillustratestheimportanceofprovidingtrainingtocommitteemembers,aswellasbuildingthecapacityofcommitteememberstoengagewiththeotherparentsandcaregiverstoincreasetheirparticipation

inthelifeoftheschool.Thisapproachprovidesanopportunityforotherparentsandcaregiverstounderstandandrecognisetheimportanceofparticipatinginthedevelopmentofacrèche.Furthermore,thesecommitteemembersareabletoencourageotherparentstobecomemoreinvolvedinthedevelopmentoftheirchildrenbyactingasparentingrolemodels.

4.3. LeSSon 3: parenT anD CaregIVer InVoLVeMenT CoMpLeMenTS The DeVeLopMenT of ChILDren aT a CrèChe.

TheroleofanECDpractitionerisvitalinthedevelopmentofachildandprepareschildrenforlifelonglearning.However,withoutcontinueddevelopmentinthehomeandcommunityenvironmentachildmaynotdevelopthenecessarycompetencytofulfilhisorherpotentiallaterinlife.Thereforetheinclusionofbuildingthecapacityofparentsandcaregiverstocomplementandreinforcethelearningthattakesplaceinthecrècheisanimportantstepinthejourneyofthechild’sdevelopment.Inaddition,thetrainingofparentsiscontributingtopositiveparentingskills,improvedbabycareand,importantly,theholisticdevelopmentofthechildinthehomesetting.Thefocusisonstrengtheningwhatistaughtinthecrèchewithpracticeinthehome.

ThušanangECDtrainersindicatedthatakeytoengagingparentsisduringthetimewhentheECDpractitionerinacrèchegivesfeedbacktoaparentontheprogressanddevelopmentofhisorherchild.Thisprocessispartofthepractitioner’sassessmentofthedevelopmentofthechild,whichisdoneagainsttheexpectedageappropriateECDoutcomes.Thepurposeofthisinteractionistogivespecificfeedbackonthechild,raiseanypotentialproblems,anddiscusshowtheparentcanstimulatethe

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childathome.Duringthisengagementtheparentsandpractitionersareabletoshareabouttheprogressofachildandraiseconcernsorproblems,theparentandchildcanbereferredtoadditionalservices(suchaseyescreeningatahealthfacility),andthepractitionercaninfluenceECDpracticeathome.Thismaybedoneby,forexample,askingaparenttoencourageachildtotiehisorherownshoelaces,ratherthanthistaskbeingdonebytheadult.

FeedbackfromtheThušanangtrainersindicatesthatasaresultofthisengagementbetweentheECDpractitionerandtheparent,anadultlooksathisorherchildasanactive“humanbeing”andovertimeparentsdeveloptheirownskillstoobserveandnotetheholisticdevelopmentoftheirchildren,andtheyaremorecompetentinstrengtheningthisdevelopmentinthehomesetting.

ThisprocessalsoindicatestoThušanangtrainersthelevelofcompetencyoftheECDpractitionersbecausegoodpractitionersareabletoidentifychildrenthatmaybeslowerlearnersorwhoarehavingdifficulties.Thepractitionersarethenabletoworkwiththecaregiverinreferringthechildforassistancefromtherightpersonatanearlystage.InthewordsofJuliaMothapo:

“OuR WORk IS NOT ONLY ABOuT WORkING IN ThE

CRèChE; IT IS ALSO ABOuT ExPLAINING ThE ChILD’S

GROWTh AND WORkING WITh PARENTS.”

Conclusion

The Thušanang case study illustrates the importance

of a well-trained, supported and motivated ECD

workforce that facilitates the holistic growth and

development of children in crèches. ItalsorecognisesthatthereisaneedforECDpracticethatisseenasanoccupationthatisinstrumentalindevelopingparentingandstrengtheningfamiliesandonethatismakingavaluablecontributiontothedevelopmentofcommunitiesinSouthAfrica.

AsisillustratedbytheThušanangexperience,buildingthecapacityofECDpractitionersbenefitschildren,parentsandcaregivers,andthecommunity.AsadvocatedforbyThušanang,ECDpractitionersareencouragedtoengagewithparentsandtoencouragethemtoactivelysupportandenhancethedevelopmentoftheirbabyorchild.Thisisnoteasy,butitisvitalinthedevelopmentofthechildandtheirownparentingabilities.

ThedevelopmentalprocessThušananghasalreadyundertakenandthesuccessesachievedtodateneedtobeenhancedbytheprofessionaldevelopmentofECDpractitioners,andbythestrengthenedimplementationandroll-outofregulationsprovidedbyacoordinatedgovernmentresponse.

Aninvestmentinchildren’sdevelopmentandabilitytoengageactivelyasyoungpeopleandadultsinvolvesstrengtheningthefamilyenvironmenttosupportthephysical,emotional,psycho-socialandcognitivedevelopmentofthechild.ThiscannotbelefttoECDpractitionersalone:itrequirestheunitedeffortsofparents,caregivers,communityleaders,ECDcrèchemanagementcommittees,ECDpractitionersandECDtrainersinSouthAfrica.

TheapproachofThušanangTrust,asillustratedinthiscasestudy,recognisesthatbuildingcapacityisnotonlyaboutthecertifiedtraining:itisalsoaboutstrengtheningthecapacityoftheinstitutionthroughaninformed,skilledandcompetentcommitteeandthroughstrengtheningthefamilyandcommunitywithinwhichachildgrowsanddevelops.Makingthisapproacharealityrequirescoordinatedinterventionsateachofthethreelevels,facilitatingpartnershipswithvariousindividualsandorganisations,andmentoringandencouragingindividualstoactivelymakequalitychildhoodcareandeducationarealityinSouthAfrica.

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youthchildreninSouthAfrica.30April2007.Unicef SouthAfrica:Pretoriae. PresentationattheECDConference,March2012. TheroleofparentsincomplimentingtheEarly ChildhoodDevelopment.EasternCape:SouthAfricaf. DraftWhitePaperonFamiliesinSouthAfrica. July2012.Pretoria

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LaurieM.Anderson,PhD,MPH,CarolynneShinn,MS,MindyT.Fullilove,MD,SusanC.Scrimshaw,PhD,JonathanE.Fielding,MD,MPH,MBA,JacquesNormand,PhD,VilmaG.Carande-Kulis,PhD,MS,andtheTaskForceonCommunityPreventiveServices.2003.TheEffectivenessofEarlyChildhoodDevelopmentPrograms:ASystematicReview.AmericanJournalofPreventiveMedicine2003;24(3S):32–46

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