Serviços Personalizados
Artigo
Indicadores
Links relacionados
- Citado por Google
- Similares em Google
Compartilhar
Journal of Education (University of KwaZulu-Natal)
versão On-line ISSN 2520-9868
versão impressa ISSN 0259-479X
Resumo
EBRAHIM, Hasina Banu; MARTIN, Colwyn e EXCELL, Lorayne. Early childhood teachers' and managers' lived experiences of the COVID-19 pandemic in South Africa. Journal of Education [online]. 2021, n.84, pp.204-221. ISSN 2520-9868. http://dx.doi.org/10.17159/2520-9868/i84a11.
The declaration of COVID-19 as a global pandemic by the World Health Organisation in March 2020 brought many changes to the early childhood sector internationally. The South African response is best understood in the context of an under-developed sector with pre-existing vulnerabilities. In this article, we present a contextual understanding of the lived experiences of early childhood development (ECD) teachers and managers during the lockdown and the opening phases of a risk-adjusted approach. Our use of a phenomenological lens together with systems theory provides a reality check through a focus on lived experiences. Data were produced through an online survey with 28 ECD teachers and managers. We conducted semi-structured interviews with a subset of 8 of these participants. Findings show that disruptions of COVID-19 led to entrenching inequities in service provision and early learning opportunities. These intersecting dimensions have implications for building effective ECD systems.
Palavras-chave : COVID-19; South Africa; early childhood education; teachers; lived experiences; early childhood systems; equity.