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A training framework for Early Childhood Education Care practitioners in facilitating transition from home to school
Thesis (PhD)--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613513069887488 |
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| access_status_str | Open Access |
| author2 | Moen, Melanie Carmen |
| author_browse | Moen, Melanie Carmen |
| author_facet | Moen, Melanie Carmen |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/80393 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:20.380Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/80393 A training framework for Early Childhood Education Care practitioners in facilitating transition from home to school Moen, Melanie Carmen msvchetty@gmail.com Chetty, Magesveri Somasoondram Training Framework UCTD Children Transition Early child development Early childhood education and care practitioner Education theses SDG-04 Education theses SDG-10 Thesis (PhD)--University of Pretoria, 2021. The first five years in children’s lives lay the foundation for their cognitive and social development and learning prowess over the course of their lives. In terms of global awareness, the field of Early Childhood Development (ECD) has gained prominence and several countries – including South Africa – are now implementing innovative policies, curricula, strategies and parenting programs to advance young children’s development and social abilities. The democracy-era government in South Africa has focused increasingly on improvements to ECD and Grade R policies. Although the South African government created a legislative framework to ensure the accessibility of ECD services to all 4–5-years-old children, they failed to prioritise the hiring of qualified practitioners who could employ their skills and knowledge of child development to smoothen children’s transitions from home to school life. Consequently, unqualified practitioners are often tasked with managing young children’s transitions without adequate skill sets and support systems. Most children in disadvantaged communities are still taught by unqualified practitioners. The purpose of this research was to formulate a training framework for Early Childhood Education and Care (ECEC) practitioners to increase their competencies in facilitating children’s transitions. The study was designed to identify all the key components of a suitable training framework that would enable ECEC practitioners to design high-quality transitioning programmes at their schools. The conceptual framework for the study included Piaget and Erikson’s child development theory, Schlossberg’s theory on transition and Bronfenbrenner’s ecological systems theory. The researcher conducted a qualitative study employing purposive sampling to select relevant research sites and participants. The data collection strategies included structured interviews with practitioners, field observations of practitioners’ practices and a compilation of children’s drawings. The findings, conclusions and recommendations centred on these dominant themes: children’s response to a transition, transition processes and teacher-training regime. Department of Higher Education and Training dzm2026 Early Childhood Education PhD Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities 2021-06-21T08:23:13Z 2021-06-21T08:23:13Z 2021 2021 Thesis * S2021 http://hdl.handle.net/2263/80393 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Training Framework UCTD Children Transition Early child development Early childhood education and care practitioner Education theses SDG-04 Education theses SDG-10 A training framework for Early Childhood Education Care practitioners in facilitating transition from home to school |
| title | A training framework for Early Childhood Education Care practitioners in facilitating transition from home to school |
| title_full | A training framework for Early Childhood Education Care practitioners in facilitating transition from home to school |
| title_fullStr | A training framework for Early Childhood Education Care practitioners in facilitating transition from home to school |
| title_full_unstemmed | A training framework for Early Childhood Education Care practitioners in facilitating transition from home to school |
| title_short | A training framework for Early Childhood Education Care practitioners in facilitating transition from home to school |
| title_sort | training framework for early childhood education care practitioners in facilitating transition from home to school |
| topic | Training Framework UCTD Children Transition Early child development Early childhood education and care practitioner Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/80393 |