Learning organisations: an exploration of the extent to which early childhood development non-government organisations (NGOS) in the Eastern Cape Province are learning organisations
- Authors: Hornby, Diana Scot
- Date: 2008
- Subjects: Early childhood education , Child development , Child psychology , Non-governmental organizations -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (Community Development)
- Identifier: vital:11843 , http://hdl.handle.net/10353/242 , Early childhood education , Child development , Child psychology , Non-governmental organizations -- South Africa -- Eastern Cape
- Description: The first decade of democracy marks a massive transition in the life of South African children. The South African Constitution is perhaps the most assertive affirmation of the rights of children any where in the world. The new Government has highlighted the plight of young children by publishing the first white paper for children under the age of 6 years: Education White Paper (5) on Early Childhood Development (RSA, 2001) as well as other policies to guide an integrated developmental approach to early childhood services. Despite progress, according to Porteus (in Chisholm 2004), the gains have not been strong enough to work against the momentum of inequity facing the nation’s young. Non Government Organisations have played a key role over the past thirty years to establish services that address the developmental needs of disadvantaged young children under the age of 6 years. Their challenge now, is to respond to the changes in a transforming state and provide services that are relevant and appropriate. There has been a ‘realignment’ occurring in the ECD sector where activities have shifted beyond the formal classroom possibilities to pro-child social development. This adjustment is making huge demands on the ECD sector as they grapple with the paradigm shift. The Learning Organisation is a strategy that allows organisations to re-invent themselves and remain relevant. The focus of this study examines five ECD NGO’s in the Eastern Cape Province, to assess the extent to which they meet the characteristics that make a learning organisation, in the current democratic context of South Africa. The research was qualitative in nature and utilizing the case study method and through semi-structured interview schedules and document analysis, the researcher was able to gain insight into the Organisations. The Directors in five organisations formed the core of the research sample. The research findings suggest that although the Directors are grappling with the paradigm shift to an integrated, pro-child social development approach, the human resources within organisations are not being fully mobilised, enhanced and tapped. Practicing a Learning Organisation strategy would assist the ECD NGO’s to re-invent themselves, but the research findings suggest that these characteristics remain under-utilized.
- Full Text:
- Date Issued: 2008
- Authors: Hornby, Diana Scot
- Date: 2008
- Subjects: Early childhood education , Child development , Child psychology , Non-governmental organizations -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (Community Development)
- Identifier: vital:11843 , http://hdl.handle.net/10353/242 , Early childhood education , Child development , Child psychology , Non-governmental organizations -- South Africa -- Eastern Cape
- Description: The first decade of democracy marks a massive transition in the life of South African children. The South African Constitution is perhaps the most assertive affirmation of the rights of children any where in the world. The new Government has highlighted the plight of young children by publishing the first white paper for children under the age of 6 years: Education White Paper (5) on Early Childhood Development (RSA, 2001) as well as other policies to guide an integrated developmental approach to early childhood services. Despite progress, according to Porteus (in Chisholm 2004), the gains have not been strong enough to work against the momentum of inequity facing the nation’s young. Non Government Organisations have played a key role over the past thirty years to establish services that address the developmental needs of disadvantaged young children under the age of 6 years. Their challenge now, is to respond to the changes in a transforming state and provide services that are relevant and appropriate. There has been a ‘realignment’ occurring in the ECD sector where activities have shifted beyond the formal classroom possibilities to pro-child social development. This adjustment is making huge demands on the ECD sector as they grapple with the paradigm shift. The Learning Organisation is a strategy that allows organisations to re-invent themselves and remain relevant. The focus of this study examines five ECD NGO’s in the Eastern Cape Province, to assess the extent to which they meet the characteristics that make a learning organisation, in the current democratic context of South Africa. The research was qualitative in nature and utilizing the case study method and through semi-structured interview schedules and document analysis, the researcher was able to gain insight into the Organisations. The Directors in five organisations formed the core of the research sample. The research findings suggest that although the Directors are grappling with the paradigm shift to an integrated, pro-child social development approach, the human resources within organisations are not being fully mobilised, enhanced and tapped. Practicing a Learning Organisation strategy would assist the ECD NGO’s to re-invent themselves, but the research findings suggest that these characteristics remain under-utilized.
- Full Text:
- Date Issued: 2008
Understanding educator-mediated conflict resolution in a preschool environment: the experiences and feelings of preschool educators
- Authors: Cakwe, Mandisa
- Date: 2006
- Subjects: Education, Preschool , Early childhood education , Preschool children , Conflict management
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2943 , http://hdl.handle.net/10962/d1002452 , Education, Preschool , Early childhood education , Preschool children , Conflict management
- Description: This thesis discusses the experiences and feelings of preschool educators when resolving situations of conflict between preschool children. Data was collected by means of semistructured individual interviews with preschool educators and a video recorder recording conflict situations among preschool children focusing on educator resolution strategies. Grounded theory was used as a data analysis technique to analyse the data collected. The analysis revealed that the preschool educators under study do not use mediation as a conflict resolution strategy but use various strategies that include, prevention, directive approach, arbitration, myths and threats and rules. Data analysis also revealed that these preschool educators encounter experiences and feelings before, while and after intervening in the conflict situations of children. These findings imply that preschool educators lack the professional skill of conflict resolution. This suggests an urgent need of restructuring of the preschool educator’s training to include conflict resolution training as one of their important component. Educators and parents also need to be consulted or involved in the process of restructuring the training.
- Full Text:
- Date Issued: 2006
- Authors: Cakwe, Mandisa
- Date: 2006
- Subjects: Education, Preschool , Early childhood education , Preschool children , Conflict management
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2943 , http://hdl.handle.net/10962/d1002452 , Education, Preschool , Early childhood education , Preschool children , Conflict management
- Description: This thesis discusses the experiences and feelings of preschool educators when resolving situations of conflict between preschool children. Data was collected by means of semistructured individual interviews with preschool educators and a video recorder recording conflict situations among preschool children focusing on educator resolution strategies. Grounded theory was used as a data analysis technique to analyse the data collected. The analysis revealed that the preschool educators under study do not use mediation as a conflict resolution strategy but use various strategies that include, prevention, directive approach, arbitration, myths and threats and rules. Data analysis also revealed that these preschool educators encounter experiences and feelings before, while and after intervening in the conflict situations of children. These findings imply that preschool educators lack the professional skill of conflict resolution. This suggests an urgent need of restructuring of the preschool educator’s training to include conflict resolution training as one of their important component. Educators and parents also need to be consulted or involved in the process of restructuring the training.
- Full Text:
- Date Issued: 2006
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