HEARING THE VOICE OF WOMEN WORKING IN EARLY CHILDHOOD DEVELOPMENT LEARNING ENVIRONMENTS IN SOUTH AFRICA

Early childhood development (ECD) has the potential to change society. Researchers globally recognise the importance of early intervention on children’s overall well-being and development, impacting their personality and social behaviour. When developing policies to support early childhood development, some questions arise regarding the implementation’s practicality. The National Integrated Development Plan for Early Childhood Development in South Africa aims to transform ECD service delivery in South Africa to address critical gaps and ensure comprehensive, universally available, and equitable early childhood development services. Providing quality places for care and education for children between the ages of 0-7 years is emphasised as a critical component of the overall plan toward eradicating poverty. Research indicates that the lack of quality ECD learning environments is one of the critical challenges impacting negatively on achieving the intended transformation. This research paper explores the experiences of the principals and teachers of a selection of 8 ECD centres situated in Outerwest eThekwini. The research is conducted through a theoretical lens of spatial justice for ECD children and their teachers/carers in South Africa. The study is framed within the ecological systems theory developed by Bronfenbrenner, providing an understanding of the complexity of their context. The research design follows a constructivist approach of interviews and participation, enabling voice to a marginalised group within an interpretive/ transformative paradigm. The research findings expose the multiple levels of inequality and the resilience of the women who serve the ECD sector in South Africa.