African Indigenous Care-Giving Practices: Stimulating Early Childhood Development and Education in Kenya

Autor/inn/en	Wadende, Pamela; Oburu, Paul O.; Morara, Abel
Titel	African Indigenous Care-Giving Practices: Stimulating Early Childhood Development and Education in Kenya
Quelle	In: South African Journal of Childhood Education, 6 (2016) 2, Artikel 446 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	African Culture; Early Childhood Education; Child Development; Culturally Relevant Education; Indigenous Populations; Family Environment; Educational Environment; Foreign Countries; Teaching Methods; Learning Motivation; Child Care; Females; Child Caregivers; Correlation; Kenya + Suchen Sie Ihr Suchwort? Africa; Culture; Afrika; Kultur; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Sinti und Roma; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation; Kinderfürsorge; Kinderbetreuung; Weibliches Geschlecht; Caregiver; Caregivers; Carer; Child; Children; Korrelation; Kenia
Abstract	The indigenous communities in Africa, specifically Kenya, which is the focus of this article, had their own well-developed motivational systems that positively enhanced teaching and learning programmes in the community. These motivational systems were manifested in behaviours that were presented as sequential cultural tasks that demanded active engagement from children at every stage of development. The philosophical tenets of African indigenous education underscored education as preparation for life. This was a culturally based education that addressed the physical, emotional, mental and social aspects of a child's successful development. It offered the child an opportunity to participate in practical, productive and responsible livelihood activities. This article suggests that a concert of research into these indigenous motivational care-giving practices and community participation in the activities of early childhood education may offer important insights into transitioning children from life in the home environment to that of the school and its accompanying academic tasks. When these motivational care-giving practices are incorporated in the process of transitioning children to formal schooling, then their chances of success in these new educational programmes could be enhanced. (As Provided).
Anmerkungen	AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01