Provision of Integrated Early Childhood Development in Namibia: Are We on the Right Track?

The provision of Integrated Early Childhood Development (IECD) positively impacts children’s futures physically, cognitively, emotionally and socially. The assessment sought to inform intervention programs to improve the status of children’s physical, social-emotional, cognitive and educational need...

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Bibliographic Details
Published in:Education sciences 2018-09, Vol.8 (3), p.117
Main Authors: Ngololo Kamara, Elizabeth, Kasanda, Choshi, Van Rooy, Gert
Format: Article
Language:English
Subjects:
Academic readiness
Barriers
Caregivers
Child Development
Child Development Centers
Child welfare
Cognitive Development
Early Childhood Development (ECD)
Early Childhood Education
Educational Needs
Educational psychology
Educational Quality
Encyclopedias
Equal Education
Equality
Families & family life
Foreign Countries
Gender equity
Health Needs
Income distribution
Integrated Early Childhood Development (IECD) Adapted Theory of Change
Namibia Qualifications Authority (NQA)
Nutrition
Preschool education
Qualifications
Quality
Rural Areas
Social change
Young Children
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Summary:The provision of Integrated Early Childhood Development (IECD) positively impacts children’s futures physically, cognitively, emotionally and socially. The assessment sought to inform intervention programs to improve the status of children’s physical, social-emotional, cognitive and educational needs, as well as their health and nutritional needs. A mixed method approach was used to collect data: a survey and multiple case studies through interviews with 32 caregivers were conducted and focus group discussions were held with community members. The findings show that the Early Childhood Development (ECD) centers lacked the essential prerequisites for the provision of quality IECD education as per the requirements stipulated in the Adapted Theory of Change (ATC). The study recommends formation of smart partnerships in providing integrated childhood development services at ECD centers to meet their health, sanitation, nutritional, physical, socio-emotional and cognitive needs.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci8030117