Early Childhood and Development Work: Theories, Policies, and Practices PDF
Preview Early Childhood and Development Work: Theories, Policies, and Practices
PALGRAVE STUDIES ON CHILDREN AND DEVELOPMENT Early Childhood and Development Work Theories, Policies, and Practices Edited by Anne-Trine Kjørholt, Helen Penn Palgrave Studies on Children and Development Series Editors Michael Bourdillon African Studies Centre Leiden University of Zimbabwe Harare, Zimbabwe Jo Boyden Department of International Development University of Oxford Oxford, UK Roy Huijsmans Institute of Social Studies Erasmus University Rotterdam Den Haag, The Netherlands Nicola Ansell Social and Political Sciences Brunel University London Uxbridge, UK The series focuses on the interface between childhood studies and international development. Children and young people often feature as targets of development or are mobilized as representing the future in debates on broader development problems such as climate change. Increased attention to children in international development policy and practice is also fuelled by the near universally ratified United Nations Convention on the Rights of the Child and the recently adopted Sustainable Development Goals. Nonetheless, relatively little has been written on how the experience of childhood and youth is shaped by development as well as how young people as social actors negotiate, appropriate or even resist development discourses and practices. Equally, the increased emphasis in research on children and young people’s voices, lived experiences and participation has yet to impact policy and practice in substantial ways. This series brings together cutting-edge research presented in a variety of forms, including monographs, edited volumes and the Palgrave Pivot format; and so furthers theoretical, conceptual and policy debates situated on the interface of childhood and international development. The series includes a mini- series from Young Lives, a unique 15-year longitudinal study of child childhood poverty in developing countries. A particular strength of the series is its inter-disciplinary approach and its emphasis on bringing together material that links issues from developed and developing countries, as they affect children and young people. The series will present original and valuable new knowledge for an important and growing field of scholarship. More information about this series at http://www.palgrave.com/gp/series/14569 Anne-Trine Kjørholt • Helen Penn Editors Early Childhood and Development Work Theories, Policies, and Practices Editors Anne-Trine Kjørholt Helen Penn Norwegian Centre for Child Research Thomas Coram Research Unit Department of Education and UCL Institute of Education Lifelong Learning University College Norwegian University of Science and London, UK Technology University of East London Trondheim, Norway London, UK Palgrave Studies on Children and Development ISBN 978-3-319-91318-6 ISBN 978-3-319-91319-3 (eBook) https://doi.org/10.1007/978-3-319-91319-3 Library of Congress Control Number: 2018943898 © The Editor(s) (if applicable) and The Author(s) 2019 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Cover designed by Akihiro Nakayama This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland A cknowledgments We would like to thank Jo Boyden, director of Young Lives, for her sug- gestions about the book and for hosting one of us, Anne-Trine Kjørholt, as a guest researcher at the University of Oxford. Discussions with her excellent team have been highly stimulating and inspiring for the work with this book. We would also like to thank Norad (Norwegian Agency for Development Co-operation), who funded the project Effects of civil society on early child- hood education and care in Ethiopia and Zambia, a collaborative research project between University of Zambia, Addis Ababa University, Save the Children Norway and the Norwegian Centre for Child Research, NTNU (Norwegian University of Science and Technology). We would like to express our gratitude to colleagues at the Thomas Coram Research Unit, Institute of Education, University College, London, for their practical support. v c ontents 1 P atronage, Welfare, Tenders, Private Consultancies and Expert Measurement: What Is Happening in Early Childhood Education and Care 1 Helen Penn 2 E arly Childhood and Children’s Rights: A Critical Perspective 17 Anne-Trine Kjørholt 3 P erspectivist Challenges for ECD Intervention in Africa 39 Robert Serpell 4 E arly Childhood Education and Care from a Gender Perspective 69 Silke Staab 5 S outh Africa: Measuring Up—The Sobambisana Evaluation 91 Linda Biersteker and Andy Dawes 6 P romoting Indigenous Epistemologies in Early Childhood Development Policy and Practice in Pastoralist Communities in Kenya 113 John Teria Ng’asike and Beth Blue Swadener vii viii CONTENTS 7 Conceptualizing Early Schooling in Pakistan: Perspectives from Teachers and Parents 133 Sadaf Shallwani 8 Uzbekistan: Implementing ECEC Services in Authoritarian Regimes 153 Helen Penn 9 ‘The Knowledge Is in Your Ears, in the Stories You Hear from the Grandparents’: Creating Intercultural Dialogue Through Memories of Childhood 165 Anne-Trine Kjørholt, Beatrice Matafwali, and Mubanga Mofu 10 Growing into Music 193 Lucy Durán and Helen Penn 11 Early Childhood: A Panacea for Intervention? Theories, Approaches and Practices in Development Work 209 Helen Penn and Anne-Trine Kjørholt Index 225 n c otes on ontributors Linda Biersteker was a research director at the Early Learning Resource Unit in Cape Town and is a freelance consultant. She has published widely on early child development in South Africa. Andy Dawes is based at the Department of Psychology, Cape Town University. He was co-founder of the University of Cape Town Children’s Institute and, until 2008, was Research Director in Child Youth and Family Development program of the Human Sciences Research Council. He has been an associate fellow in the Department of Social Policy and Intervention at the University of Oxford. He is an associate in the Department for International Development where he works with the Young Lives cohort study of children growing up in poverty. His exper- tise includes the development of indicators for measuring children’s well-being and their access to rights, prevention of child maltreatment and violence to young children, and evaluations of early childhood interventions. Lucy Durán is a musicologist and Senior Lecturer in African Music at the School of African and Oriental Studies, and a music producer and radio presenter. Her main regional interests are in West Africa and Cuba. She has been researching music in Gambia, Senegal, Guinea Bissau, Guinea, Mali and Cuba for nearly 40 years, and has widely published on Mande traditional and popular music, women singers of Mali, the kora, oral trans- mission of musical knowledge in Mande jeli (griot) families, and Cuban son and rumba. ix x NOTES ON CONTRIBUTORS Anne-Trine Kjørholt is a Professor and former Director of the Norwegian Centre for Child Research, Department of Education and Lifelong Learning, at the Norwegian University of Science and Technology, Norway. She has led many research projects in Europe and African coun- tries related to various topics, such as early childhood policies and prac- tices, children’s rights, cross-cultural perspectives on childhood, local knowledge and identities across three generations. Beatrice Matafwali holds a PhD and is Head of the Department of Educational Psychology, Sociology and Special Education in the School of Education at University of Zambia. Her research fields include applied psychology, health psychology and developmental psychology. Mubanga Mofu is a lecturer in the Department of Educational, Psychology, Sociology and Special Education, University of Zambia. Her research interests are in early childhood education, disability and child assessment. Helen Penn is a Visiting Professor at Thomas Coram Research Unit, Institute of Education, UCL and Professor Emerita, University of East London. For the last three years, she has been working partly as a freelance consultant and as an associate of the consultancy group Education for Change Ltd., which has undertaken a variety of evaluations for UNICEF, in the CEE-CIS region, and globally. She is working on projects for the EU on the privatization of early education and care. Robert Serpell is Professor of Psychology at the University of Zambia. From 2003 to 2006, he was Vice-Chancellor of the University. He has conducted numerous studies on gaps in academic performance between ethnic groups. Serpell’s work shows how conceptions of intelligence vary from culture to culture, and that the majority of these views do not reflect Western ideas. Sadaf Shallwani has worked for the Aga Khan Foundation in Pakistan on school readiness. She holds a PhD from the University of Toronto. She is Senior Officer for Learning and Evaluation at Firelight Foundation. Silke Staab works as a research specialist with UN Women (NY). She holds a PhD in Politics from the University of Manchester and has exten- sive experience researching and publishing on various aspects of gender, politics and social policy in journals including Development and Change, Social Politics and Third World Quarterly. She is also co-editor of
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