Abstract:

This paper presents an overview of relevant literature illuminating an understanding of factors influencing the nature of practitioner-parent relationships in various ECD Centres in the Eastern Cape, South Africa. Young children’s early childhood development and early learning are pivotal in harnessing human potential. The ECD sector is considered an investment in human capital for the betterment of socio-cultural-economies. Continuing scientific interest, research, and debates in worldwide ECD sectors, acknowledges the fundamental value of ECD in this regard. The Eastern Cape Province has a diverse landscape with urban, peri-urban, densely populated township settlements, and expansive rural areas wherein ECD Centres are located. International labour market trends, urban expansion, and ECD pedagogical progression affects ECD discourse especially as the sector is becoming more professionalised. Many young children below the age of five attending ECD facilities, are from disadvantaged families. The inception of the National Integrated ECD Policy of 2015 has boosted Centre-based access for early childhood care and early learning opportunities which is aligned with the 2030 Agenda for Sustainable Development Goals (SDGs) and the South African National Development Plan 2030: Our Future Make It Work. Practitioner – parent relationships are not a universal issue, as each context varies. Widespread societal challenges affect parenting making family-school interactive relationships a critical issue. ECD Centre environments are complimenting and supporting families and should be responsive to practitioner-parent relationships. Practitioners and parents partnerships are essential in enhancing young children’s developmental learning efficacy. Parents and families should be embedded in ECD if young children’s learning potential is to be elevated. Literature indicate that some parents are reluctant in cooperating with practitioners due to the professionalisation of the sector. The notion of being consumers prompts parents to leave early education in the hands of trained professionals which perpetuates a power-imbalance impacting negatively on the practitioner-parent relationship building. Non-westernised parents appear dis-inclined to participate in ECD matters as they perceive imported ECD programmes as unfamiliar. This dampens parents’ confidence, and self-efficacy in engaging practitioners, and consequently diminishing their involvement in what their children are learning in ECD Centres. During the COVID-19 pandemic, the ECD sector faced confusing dilemmas due to the mass closure of ECD services. This has had far-reaching implications resulting in many socio-economic, and educational challenges faced by practitioners, children, parents, families, and communities. The literature review for this study shines a light on understanding the factors influencing the nature of practitioner-parent relationships in selected ECD Centres in the Eastern Cape. The literature was guided by strategies informing practitioner-parent relationships, limitations of existing practitioners and parents relationships, the perceptions of roles among practitioners and parents with regard to recent Covid-19 pandemic and core components towards an enabling framework to enhance practitioner-parent relationships.

Keywords:

ECD, practitioners, parents, relationships, COVID-19, enabling framework.