Term Paper on "Early Childhood Education in the Village"

Term Paper 22 pages (6109 words) Sources: 1+

[EXCERPT] . . . .

Early Childhood Education in the Village of Manexba, Transkei, South Africa in July 1992

Based on Interviews and Analysis of the Human Ecosystem Structure

Early Education Concepts

Today's Future Needs

Questions Answered

Environments Examined

Examining Necessities

Scope/Limitations

Language Limits

Needs Confirmed

Planting Seeds of Knowledge

Good Thing

Early Education Concepts

Early education can only promise to help make the third and fourth and fifth years of life good ones. It cannot insure without fail that any tomorrow will be successful. Nothing "fixes" a child for life, no matter what happens next. But exciting, pleasing early experiences are seldom sloughed off. They go with the child, on into first grade, on into the child's long life ahead." (Hymes Jr., 1996) was born and raised in the village of Manxeba, Transkei, South Africa," Dr. Ivy Goduka, professor at Central Michigan University, told our class at Central Michigan University. Dr. Goduka, who obtained her Doctorate of Philosophy from Michigan State University Department of Family and Child Ecology on a Fulbright scholarship from the United States Government in 1987, brought the words, "Early Childhood Education... Ecosystem... Manxeba, Transkei, South Africa" to life. She also introduced me, an undergraduate student in her class at this time, to bicultural development and whetted my interest to know more about these ideas, and critical pedagogy, as well as, a myriad of other early education concepts.

As I learned more about biculturalism, which basically reflects.".. two distinct cultures in one nation or geographic region" (American Heritage Dictionary, 2000), and critical pedagogy.".. A teaching approach which attempts to help students question and challenge domination, and the beliefs and practices that support the proposed domination," ("Critical Pedagogy," 2006), I also became more aware of people I knew who lived in two distinct socio-cultural environments. As I had previously lived in Michigan, where numerous children of color must assimilate into the dominant white culture to succeed in public school systems, I had seen first hand this process of bioculturation, which incorporates the different ways in which bicultural human beings respond to cultural conflicts and the daily struggle with racism and other forms of cultural invasion. (Darder, 1991)

The theories of biculturalism, cultural democracy, and critical pedagogy challenged me and forced me to consider different teaching methods. Cultural democracy,.".. A philosophical precept which recognizes that the way a person communicates, relates to others, seeks support and recognition from his environment (incentive motivation), and thinks and learns (cognition) is a product of the value system of his home and community." (Ramirez & Castaneda, 1974, p. 23)

Although I was not born in or near Manxeba, Transkei, South Africa and am monocultural, Dr. Goduka's lessons ignited my resolve to reach outside my normal areas of interest; my own home and community to learn more about young children needing early education. As a result of learning under Dr. Goduka, I was challenged to share what I had been taught. In turn, as the ideas Dr. Goduka planted in my mind began to take root, I chose Pacific Oaks and the Bicultural Development Specialization as I wanted to study supplementary ideas and methods to support the empowerment of bicultural children, particularly through early childhood education. This resulting research project, "Availability and Need for Early Childhood Education in The Village of Manexba, Transkei, South Africa in July 1992," will prove to be helpful, I trust, not only to teachers and educators in the field of early childhood education but also to some similar students, who may be, as I was during this particular period of my life, learning what is means to give back a part of what has been received.

II. Problem Statement

Today's Future Needs

The future which we hold in trust for our own children will be shaped by our fairness to other people's children." (Edelman, 1996)

The future of the human species depends on children. Currently, however, albeit this fact constitutes common knowledge, in developed countries such as the United States and developing countries as South Africa, large segments of children live in physical and socio-economic deprivation. Some of these children live in dilapidated, often overcrowded, houses. Many have inadequate nutrition, insufficient medical care, poor sanitation, and lack other essentials of life.

These children's parents are less likely to have obtained higher education, which often, due to the parents' education level, contributes to parents' lower economic, occupation and income statuses adversely influencing familial living conditions. In turn, these unconstructive circumstances may affect the children's physical growth and behavioral developments. Additionally, a family's lifestyle also influences how children grow and develop.

Black families in South Africa experience varying lifestyles, which also affects children's growth and development processes. While some children live in intact families, with both or one parent in the home; other children live with other relatives or neighbors for extended periods of time. The children living with relatives or neighbors are born to single parents or parents who leave the homeland or resettlement areas to work in urban areas. Children left in the homeland or resettlement areas are often cared for by their siblings, relatives, or neighbors, with the caregivers perhaps too young; too old; too frail to meet the children's physical and/or psychological needs. Early childhood education needs constitute another area frequently not met for these children. During the initial stages of this study, the needs for early childhood education, along with the number of children who not being served at this time, were considered and examined. Region 0 (see figure 1), which encompasses the Herschel district and the village of Manxeba, has the second largest proportion of children under the age of 15. Its 2 million children form over 43% of the total population of this region. Broken down into districts, Herschel has a total population of 117,305, and a population density of 62.5 persons per km, 53.3% is children aged 1-14. (Erasmus, 1991)

Over the next 45 years or so as these children and then as their children reach child-bearing age, the population of this region will likely increase rapidly. Another aggravating factor is the male: female composition of the potential economically active population (43:57). At 43% of the population in the 15 to 64 age group, Region 0 has the second lowest level of males of any region. The disproportionate number of females of child-bearing age contributes greatly to the potential for population growth in the region. (Ibid)

As the future population grows, so will the number of children and consequently, the need for early education of the young ones in this area will also increase. In response to the anticipation of even more South African children being projected to live in physical and socio-economic deprivation, concepts related to magnanimous needs for early education of young children watered my quest to prune my research subject.

As I plowed through thoughts and picked ripe kernels of knowledge planted in my mind, I ultimately harvested my research subject: "Availability and Need for Early Childhood Education in the Village of Manexba, Transkei, South Africa in July 1992; Based on Interviews and Analysis of the Human Ecosystem Structure."

III. Purpose/Significance of the Study

Questions Answered

Of what significance the light of day, if it is not the reflection of an inward dawn?

A to what purpose is the veil of night withdrawn, if the morning reveals nothing to the soul?

It is merely garish and glaring." (Thoreau, 1996)

This study's focus, "Availability and Need for Early Childhood Education in the Village of Manexba, Transkei, South Africa in July 1992," proves significant at two levels: theoretical and practical.

Theoretical significance for current research in child development and family studies proves useful to many audiences; early childhood educators, policy makers, community leaders and parents. This study also contributes practical significance in regards to policy making for Blacks in South Africa, as well as, for other groups faced with political, economic, and social problems throughout the world. Results from this study can be used to design programs related to children's welfare, as well as, encourage support of programs designated to further early childhood education.

IV. Literature Review

Environments Examined

Let us work together to nurture our children, to let them experience the excitement and the joy of learning, and to provide them, and our nation, with a solid foundation for lifelong learning and development."

Professor Kader Asmal, MP)

As I plowed through thoughts and picked ripe kernels of knowledge planted in my mind, I ultimately harvested my research subject: "Availability and Need for Early Childhood Education in the Village of Manexba, Transkei, South Africa in July 1992; Based on Interviews and Analysis of the Human Ecosystem Structure."

In their outline of a human ecological model, Bubolz, Eicher, and Sontag (1979, p. 28) stress we (humans) are not independent organisms, but interdependent, not only with other individuals in society, but also with our whole environment. They explain the Human Ecosystem.".. includes human beings existing in interaction with the total environment...," and includes three vital organizing thoughts:

Human environed unit

Environment" (Ibid, p. 29)

Interaction between… READ MORE

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