To What Extent Can Community-Based Playgroup Programmes Targeting Low-Income Children Improve Learning Outcomes Prior to Entering the Reception Year in South Africa? A Quasi-Experimental Field Study

Autor/inn/en	Dawes, Andrew; Biersteker, Linda; Snelling, Matthew; Horler, Jessica; Girdwood, Elizabeth
Titel	To What Extent Can Community-Based Playgroup Programmes Targeting Low-Income Children Improve Learning Outcomes Prior to Entering the Reception Year in South Africa? A Quasi-Experimental Field Study
Quelle	In: Early Education and Development, 34 (2023) 1, S.256-273 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dawes, Andrew) ORCID (Biersteker, Linda) ORCID (Snelling, Matthew) ORCID (Horler, Jessica) ORCID (Girdwood, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.2005748
Schlagwörter	Children; Play; Group Activities; Community Education; Low Income Groups; Outcomes of Education; Early Childhood Education; Foreign Countries; Family Environment; Interpersonal Relationship; Peer Relationship; Scores; Individual Characteristics; Child Caregivers; Time Factors (Learning); Teacher Student Ratio; Motor Development; Psychomotor Skills; Numeracy; Mathematics Skills; Emergent Literacy; Language Acquisition; Executive Function; Thinking Skills; School Readiness; South Africa + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Spiel; Gruppenaktivität; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Lernleistung; Schulerfolg; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Familienmilieu; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Peer-Beziehungen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Caregiver; Caregivers; Carer; Children; Kinderbetreuung; Lehrer-Schüler-Relation; Motorische Entwicklung; Psychomotorische Aktivität; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Frühleseunterricht; Sprachaneignung; Spracherwerb; Denkfähigkeit; Readiness for school; School ability; Schulreife; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Research Findings: Community-based playgroups in low-and-middle-income countries increase access to early learning at lower cost than centers. However, evidence of effectiveness is limited. The effects of one, two, or three playgroup sessions per week on children's performance on the Early Learning Outcome Measure (ELOM) (n = 112; baseline M = 55.32 months) were investigated using a quasi-experimental design. Data on children's home learning environments was obtained from primary caregivers, and program staff provided information on playgroup characteristics. Multilevel modeling demonstrated significant differences between programs in ELOM score improvement over eight months participation (F = 6.48; p = 0.01); Fisher LSD Post Hoc pairwise comparisons indicated that three session playgroups produced significantly greater gains than two and one session models (p < 0.01). ELOM Total scores at baseline, and the quality of children's interactions with adults and peers, predicted growth in ELOM Total scores by endline. Baseline age, height-for-age, child-practitioner ratio, and caregiver time for activities with their children, predicted growth in certain ELOM domains at endline. Practice or Policy: Until provision of quality center-based provision is realized, our findings indicate that well-designed community-based playgroups of sufficient dose, have the potential to improve learning outcomes and school readiness in children from poor households. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01