Abstract
M.Ed. (Educational Psychology)
The purpose of this study was to explore professional development needs of ECD practitioners in the Zamdela Township. Set within an interpretivist paradigm, this research utilised the qualitative approach in order to conduct an in-depth exploration of the research topic. A generic qualitative research design was used to explore the professional development needs of the research participants. The chosen design allowed for thorough exploration and included elements of description, interpretation and understanding (Merriam, 2009). The Bio-Ecological Theory of Human Development by Bronfenbrenner (1979) was used as theory to support the literature review and the study findings due to its relevance to the professional development of ECD practitioners.
Five ECD practitioners from a Zamdela Day Care Centre took part in the research. Two data collection methods, namely open-ended questionaires and individual interviews were used to explore the professional development needs of ECD practitioners in the Zamdela Township. Data was analysed through means of thematic content analysis, from which five themes emerged: (1) need for training and knowledge development; (2) teaching practice and classroom management; (3) school-parents relationships; (4) collaboration and mentorship; (5) addressing children’s social-emotional well-being. In-depth descriptions of the themes were provided, followed by recommendations. The findings of the research contribute to the understanding of the professional development needs of ECD practitioners.
From the research, it was found that the research participants had definite professional development hopes and dreams. Findings showed that the participants are aware of certain obstacles and barriers to their professional development and they have cognizance of ways to overcome these challenges. Research and action on the professional development needs of South African ECD practitioners from low socio-economic backgrounds is needed as it could lead to a dramatically improved quality of education. Early Childhood practitioners are in urgent need of support in order to experience professional development and reach their long-term goals and dreams.