C.I.O. Okeke

Black Fathers’ Participation in Early Childhood Development in South Africa: What Do We Know?

Abstract This paper draws from an ongoing exploratory qualitative study, which uses semi-structured interviews to investigate the views of fathers about strategies to encourage men’s participation in early childhood education in one of the townships in the Eastern Cape Province. The study aims to contribute to knowledge about fathers’ participation in early childhood education in general and on the participation of black fathers in particular. Informed by Uriel Bronfenbrenner’s ecological model, the literature review explores the current state of fathers’ participation during the early beginning of the child; barriers to sustained fathers’ participation; and current strategies in place to encourage sustainable and meaningful father participation in the early education of their children. This paper argues that what is currently known about black fathers’ participation in the early education of their children is grossly inadequate. Given limited information on Black fathers’ participation in the education of their children in South Africa, this paper concludes that more research on Black fathers and their participation in early education of children is therefore required. Some implications for research and policy are also discussed.

Demographic Variables, Work-Stimulated Stressors and Coping Strategies of Pre-school Educators: A Concept Paper

Abstract This paper reflects on the initial literature reviewed in the course of an on-going research. The motivation resonates from the researchers’ initial findings on the paucity of stress research within the context of early childhood education (ECE) in South Africa. Reviewed literature suggests that information about the events of stress associated with the teachers’ race, age, marital status, gender, qualifications and location of school remains very scanty. No empirical study was found to have jointly taken-up these demographic variables in a single study. Although plethora of literature exists on stress coping strategies among teachers in general, no literature was found on coping strategies among preschool educators. In the absence of data from a single study on the association of stress and teachers’ demographic variables, it would be difficult to reflect on how these variables put together impact on how particular teachers may be coping with stressful events at work.

Correlating Demographic Variables with Occupational Stress and Coping Strategies of Pre-School Educators: A Literature Review

Abstract The present study draws from an on-going study on the effects of demographic variables on work stimulated stressors and coping strategies among pre-school educators. The initial findings suggested that no study was found to have jointly taken-up the relationship between the demographic variables and work-related stressors. Findings also suggested that no attention is being given to the events of stress among pre-school educators in South Africa. The researchers contend that without jointly investigating the association between stress and teachers’ race, age, marital status, gender, qualifications and location of school, discussions on how these variables impact the psychosocial wellbeing of teachers would remain speculative. The current research expected to obtain empirical evidences relevant to impact policies on the psychosocial wellbeing of preschool educators in South Africa.

Barriers Educators Face in Involving Fathers in the Education of their Children at the Foundation Phase

Abstract This study investigated the barriers that educators faced in involving fathers in the academic development of their children in the foundation phase education in South Africa. The study adopted the qualitative case study approach and followed the interpretivist paradigm to investigate the participants in thei r natural setting. The sample size comprised six educators who were purposively selected to respond to semi-structured interview questions. All ethical procedures were observed and respondents completed the consent forms. Data collected was thematically analyzed. The findings revealed that lack of knowledge, absent father syndrome, migrant labor, educational poverty and political will were the main barriers to father involvement. The study concluded that effective fathers’ participation in the education of their children is necessary to achieving the goals of early childhood education. The study recommends that programs should be tailor-made to suite all categories of fathers in order to encourage father participation regardless of their economic status.

Domestic and International Tuition Fees in African Universities Might This Impede the Quest for Africanisation of Higher Education

This article discusses the implications of the tuition fees disparities that persist within African universities whereby various students are charged fees on the grounds of being either domestic or international student. The primary goal of the author is not only to sensitise debates around this highly neglected issue but also to produce a useful sociological framework capable of enabling Africans to participate in their own educational development wherever they may choose to study. The author sampled tuition fees practices from three universities in Africa to demonstrate how such arbitrary policy impinges on current discourse on Africanisation of higher education in very complex and subtle ways. The author equally drew credence from the thinking of the Bologna Process and the challenges such development presents to the African continent. Without disregarding recent efforts within the continent, however, this author argues that attempts towards the promotion of an all-inclusive higher education environment within Africa while neglecting the implications contingent on such differential tuition fees practices within Africa’s universities negates all efforts towards true Africanisation. Consequently, the author calls for the issue of domestic and international tuition fees to be included on the agenda of various efforts towards the harmonization of African higher education. It is hoped that such move would help strengthen the Africanisation project.

Teacher Work Related Stress in Early Childhood Education: Some Coping Strategies

Abstract This paper employed a multiple case study design to establish the coping strategies used by early childhood development (ECD) teachers to cope with work-related stress. Unstructured in-depth interviews were used to obtain data from eighteen participants. Data were analysed qualitatively. Findings revealed that teachers draw from different coping mechanisms for sustenance and support in the events of stress. The teachers resorted to improvisation in order to acquire resources; relied on divine intervention from God; drew from external support systems such as the family and the church; and applied physical exertion such as gardening and strolling along the beach as ways to avert and manage stress. It was also found that some teachers resigned themselves to their fate and allowed stress to dominate with little or no alternatives on how to cope or manage stress. It is therefore suggestive that there are evidence-based training and development needs for ECD teachers that will enable them deal with numerous inevitable stress incidences. On the basis of these findings, a number of recommendations have been made.

Mothers’ Perceptions on Fathers’ Participation in the Early Childhood Education of Their Children

ABSTRACT This study set out to examine mothers’ perspectives on the fathers’ participation in the academic development of their children in the foundation phase education in Eastern Cape. A qualitative case study approach positioned in the interpretivist paradigm studied six purposively selected mothers as participants in their natural habitation. Through semi-structured interviews, data collected from participants were thematically analyzed. All ethical measures were observed and respondents signed consent forms. The findings revealed that negation of paternity, absent father syndrome, migratory labor and unemployment were the main causes of the fathers’ nonparticipation. The study concluded that despite the circumstances, children had the right to a relationship with their fathers since effective fathers’ participation in their lives is essential for achieving the early childhood education goals. The study recommends that programs ought to be tailor-made to suite all classes of fathers whether they are resident or non-resident with their children.

Causes of Work Related Teacher Stress in Early Childhood Development: A Qualitative Analysis

Abstract The study employed a multiple a case study design to establish the causes of work-related stress in the East London education District of the Eastern Cape Province, South Africa. Eighteen participants were purposively selected from East London centres. Interviews were used to collect data. Findings revealed that teachers were stressed due to lack of parental involvement; lack of safety and security for children, teachers and property; and mistrust by parents and lack of resources. The researchers also conclude that there is a training need for stakeholders in order to reduce these sources of stress. Thus, the study recommends that all stakeholders receive training on their roles in early childhood development (ECD) provisioning to avoid conflicts. Clear policies on the running of ECD centres should also be put in place so that issues, such as funding of centres, payment of fees, material resource provisioning and safety and security of learners would be resolved.

Early Childhood Provisioning for Children Between 3 and 5 Years Within Rural Eastern Cape Communities: The Untold Stories of the Physical Environment

Abstract The state of the physical infrastructure at various early childhood development (ECD) centres in a rural area in one Eastern Cape Education District is the focus of discussion in this paper. Data were collectedthrough photo-voice and observations during an introductory visit to the centres. The paper explores the status ofthe physical environments of the ECD centres and raises doubts over their potential for enhancing child developmentand early learning. Thematic analysis of the findings reveals that no evidence suggests that the communities visitedhad benefitted from the vast attention and publicity ECD has gained in South Africa. An overwhelming infrastructuralneglect and/or decay were observed. There seems to be no evidence that ECD practitioners and architects of thecentres visited neither considered nor understood the most suitable design and reorganise spaces to augment desiredECD learning outcomes. This paper concludes that poorly designed ECD physical environments not only presentthe health and security hazards to little children learning in such amenities but also affect the learning and freedomchildren should be enjoying. The paper recommends that particular care and attention should be given to thesettings in which children learn as early as the design phase of such settings. Other recommendations have beenhighlighted in the paper

Educators’ Perspectives on Fathers’ Participation in the Early Childhood Education of Their Children

Abstract In this study, the researchers were interested in finding out how educators utilise the social environment in which fathers operate to the advantage of the learning of their children in the foundation phase. The perspectives of 6 educators on fathers’ participation in early development of their children were explored through qualitative data collected by semi-structured interviews. Data obtained were thematically analysed. Results of the study show that although educators understood the concept of father involvement, formal programmes that enabled educators to involve fathers in the school were non-existent. Findings also suggest that fathers’ participation in the school was insignificant. The study concludes that fathers’ participation in their children’s education is germane to effective early childhood education in schools. It also recommends a collaborated effort between schools, District Education Office and parents in the formulation of fathers’ involvement policies and programmes through workshops on fathers’ involvement