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Parent involvement in early childhood development in Kwazulu Natal

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dc.contributor.advisor Van Wyk, Joan Noleen en
dc.contributor.advisor Van Staden, Christie, 1941- en
dc.contributor.author Bridgemohan, Radhika Rani en
dc.date.accessioned 2009-08-25T10:48:10Z
dc.date.available 2009-08-25T10:48:10Z
dc.date.issued 2009-08-25T10:48:10Z
dc.date.submitted 2002-01-01 en
dc.identifier.uri http://hdl.handle.net/10500/949
dc.description.abstract This study on parent involvement in Early Childhood Development in KwaZulu Natal investigates the experiences of educators and parents of the different types of parent and community involvement as set out in the Epstein typology. In order to investigate this phenomenon a thorough background of the theory and practice of the Epstein model has been provided. In addition the work of other researchers that support the Epstein typology of parent involvement forms an integral part of the discussions. As parent involvement is the key focus of the study, parent involvement in education before and after 1994 are discussed. In this regard relevant educational policy and legislation that are designed to increase the role of parents and the community in Early Childhood Development are highlighted. Parents' role in the provision of Early Childhood Development is explored. The provision of Early Childhood Development in KwaZulu Natal, which provides a backdrop for the investigation, is exptained. In addition contextual factors that influence parent involvement in KwaZulu Natal are provided. The research methodology and the research design used in this study are described in detail. By means of a qualitative approach the experiences of a small sample of educators and parents in Early Childhood Development are explored using the six types of parent involvement that include parenting, communicating, volunteering, learning at home and collaborating with the community as set out in Epstein's comprehensive model. The experiences of educators and parents of Grade R learners of the six types of involvement have been included. Although all schools engage in some form of parent involvement, it is evident that not all schools involve parents in all types of parent involvement to the same extent. The study concludes with recommendations for developing strategies to involve parents more effectively in Early Childhood Development in KwaZulu Natal en
dc.format.extent 1 online resource ([xii], 255 leaves)
dc.language.iso en en
dc.subject Parent involvement en
dc.subject Early Childhood Development
dc.subject Reception Year
dc.subject Epstein typology
dc.subject Parenting
dc.subject Communicating
dc.subject Volunteering
dc.subject Learning at home
dc.subject Decision making
dc.subject Collaborating with the community
dc.subject.ddc 372.2109684
dc.subject.lcsh Early childhood education -- Parent participation -- South Africa -- Kwazulu-Natal
dc.subject.lcsh Community and school -- South Africa -- Kwazulu-Natal
dc.title Parent involvement in early childhood development in Kwazulu Natal en
dc.type Thesis en
dc.contributor.email kakolwk@unisa.ac.za en
dc.description.department Educational Studies en
dc.description.degree D.Ed. en


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