Early childhood education for sustainable development in communities

Carolina Botha is an associate professor in the School for Professional Studies in Education at NWU, South Africa. Botha previously served as NWU’s academic coordinator of work-integrated learning (WIL). Her primary research focus is on the development of professional identity among pre-service and beginner teachers. She is particularly interested in the emotional readiness of beginner teachers and the experiences of student teachers during teaching practice. This interest guides her research in the Research Focus Area Community-Based Educational Research (COMBER), addressing the theory–practice gap and the perceived belief–practice gap that these teachers encounter. Botha is passionate about teaching and learning at the pre-graduate level and has been recognised with NWU’s University Teaching Excellence Award (UTEA). She was also nominated for the national Higher Education Learning and Teaching Association of Southern Africa (HELTASA) teaching awards. Her CE efforts align with her teaching, focusing on the innovative use of LEGO® Six Bricks® and LEGO® play boxes to enhance pedagogy for both pre-service and in service teachers. Additionally, she has received an NWU CE Award. Botha has published in various national and international journals and supervises postgraduate students.

Elma Marais is an associate professor of Language Education (Afrikaans for Education) in the Faculty of Education at NWU, South Africa. Marais’s focus includes language education, technology integration and play-based approaches. She has made a significant impact both nationally and internationally in her field. She holds a PhD in Curriculum Studies from NWU and has over 15 years of academic experience, teaching undergraduate and postgraduate students. Marais has supervised numerous postgraduate studies, published several scholarly papers and presented her research at multiple conferences. She is involved in several projects that utilise mixed reality (MR) to facilitate teacher training and incorporate manipulatives such as LEGO® Six Bricks®. Marais has been instrumental in integrating these resources into educational practices at NWU, significantly enhancing student engagement and learning outcomes. Her work emphasises preparing Bachelor of Education (BEd) students for real-world teaching challenges through practical and interactive learning experiences. Key research areas for Marais include technological resources such as artificial intelligence (AI), software and hands-on materials. She collaborates with various non-governmental organisations (NGOs) to extend the reach and impact of her educational initiatives, ensuring that the benefits of her work are felt across different communities

Hantie Theron is a senior lecturer at NWU in South Africa. Theron began her teaching career in 1983 and has over 33 years of experience as an educator in the Foundation Phase and for Learners with Special Educational Needs (LSEN). Her career includes roles as a pre-primary, primary and special needs educator, as well as positions such as Head of Department (HoD) and Principal. In 2016, she transitioned to a lecturer role at the Faculty of Education at NWU. Currently, Theron serves as the Academic Teaching Practice (TPRAC) WIL Coordinator for Grade R Diploma students and has previously been the programme leader for the same initiative. Additionally, she has represented and coordinated the national Transformative Pedagogy Early Childhood and Care (TPEC) Project at NWU. Her research interests focus on sustainable literacy development in young children through storytelling and on supporting learners on the autism spectrum. Theron has published accredited book chapters and articles and has presented at both national and international conferences.

Jeannine Keating is a lecturer in the Subject Group of ECD and Education at NWU, South Africa. Keating holds a PhD in Philosophy, specialising in Curriculum Development, Innovation and Evaluation from NWU. In 2012, she received the Canadian Commonwealth Scholarship Program awarded by Brock University in Ontario, Canada. Her research interests include early literacy and English as an additional language. Keating also serves on the committee of the Association for Well-being in Schools, Potchefstroom. Additionally, Keating supervises and co-supervises BEd (Hons), Master’s(MA) and PhD candidates.

Lerato Maloka is a dedicated Grade 2 teacher at Seliba Primary School in the Gauteng province of South Africa. Maloka holds a Master of Education (MEd) in Special Needs Education, specialising in ECD from NWU, South Africa. Her academic background is enhanced by practical experience in inclusive classroom settings, where she supports diverse learners through adaptive teaching strategies. In addition to her teaching and academic pursuits, Maloka has contributed to the field of education through scholarly work, including a published book chapter with Juta and Company, demonstrating her commitment to advancing knowledge and best practices in early childhood and special needs education.

Lesley Wood is an extraordinary professor and the Education, Training and Development Practices Sector Education and Training Authority (ETDPSETA) Research Chair in ECD for the Research Focus Area COMBER at NWU, South Africa. Wood holds a Doctor of Education (DEd) from the former University of Port Elizabeth (now Nelson Mandela University) in Gqeberha, South Africa. She is the recipient of an Honorary Doctorate from Moravian University in the United States (2014) and has secured several national and international grants to support her contributions to community based research. She is a National Research Foundation (NRF)-rated researcher and a member of the Academy of Science South Africa (ASSAf)as well as the International Academy of Community Engaged Scholarship (IACES). Wood was the founder and editor-in-chief of the journal Educational Research for Social Change from 2010 to 2022. Wood has served as president of the Educational Association of South Africa (EASA)in 2013 and of the South African Education Research Association (SAERA) from 2017 to 2019. Additionally, she sits on the editorial committee of the Action Learning Research and Practice journal and the international advisory committees of both the Educational Action Research journal and the Canadian Journal of Action Research. Wood has authored or edited over 100 peer-reviewed publications, including eight books, and has supervised 40 postgraduate students.

Mamotshidisi Ellen Mosia-Chibwe is a passionate and experienced lecturer in the Department of ECD at Flavius Mareka Technical and Vocational Education and Training (TVET) College in South Africa. With over two decades of experience in education and professional development, Mosia-Chibwe has played a pivotal role in advancing inclusive teaching practices and creating supportive learning environments. She holds a BA in Health Science and Social Services, a BA (Hons) in Special Needs Education with a focus on ECCE, and an MA in Special Needs Education (ECDE). Her MA research explored ways to strengthen collaboration between practitioners and parents in supporting young children with Down syndrome within ECCE centres. Mosia-Chibwe has worked extensively with ECD centres across the Free State, the North West and Limpopo provinces, equipping practitioners with the knowledge and tools necessary for implementing inclusive education. Through these efforts, she has contributed to the development of more effective training programmes and promoted the use of innovative, inclusive teaching approaches. In addition to her institutional work, she collaborates with local organisations such as the Ntataise Trust on initiatives aimed at improving learning outcomes for young children. She regularly facilitates workshops for ECD practitioners and parents, providing practical strategies to support children with special needs. Mosia-Chibwe’s professional development efforts have reached hundreds of practitioners, empowering them to implement evidence-based practices that enrich learning experiences in early childhood settings.

Mariëtte Koen is a South African academic specialising in educational psychology and ECD. At the time of conceptualising and contributing to this publication, Koen served as the Acting Research Director of COMBER at NWU, South Africa. She holds a PhD in the Psychology of Education and possesses extensive qualifications in teaching and learning in higher education, African languages and remedial teaching. Her expertise focuses on the holistic well-being of children aged 0–9, encompassing their social, physical, emotional, psychological, cognitive and spiritual development. Koen strongly advocates for participatory research methodologies, particularly participatory action learning and action research (PALAR), andemphasises community-driven approaches to educational transformation. Through her leadership at COMBER, she contributes to research that supports sustainable development in southern Africa by fostering collaborative knowledge creation with and for communities.

Marinda Neethling is an associate professor and the Acting Director at COMBER, NWU, South Africa. Neethling holds a PhD in Learner Support from NWU and is the recipient of the Institutional Teaching Excellence Awards (ITEA). She was also a finalist for the Higher Education WomenLeaders Awards (HERS-SA) for women in the humanities and social sciences. Her research interests focus on inclusive education (IE) in ECD. Neethling leads two ethically approved projects – one international and one national – in ECD. Neethling has successfully supervised six PhD and four MEd students and has published 26 articles and book chapters, both individually and in collaboration with colleagues from various universities.

Martie Uys is a junior lecturer in the Subject Group of ECD and Education at NWU, South Africa. Uys holds a BEd (Hons) degree in Teaching and Learning from NWU. Uys’ research focuses on teaching and learning practices that support the holistic development of children from birth to 9 years old, particularly through play-based learning approaches. She has shared her expertise by contributing to scholarly articles and book chapters in accredited journals. Uys is committed to the belief that quality foundational education can help students thrive, unlock their full potential and develop valuable life skills, including social and emotional coping skills, that will benefit them in the real world.

Nomsa Roseline Mohosho is a lecturer in the ECD and Education Subject Group at NWU, South Africa. Mohosho holds an MA in School Leadership and Management from NWU and was pursuing a PhD in the same field while writing this book. She teaches undergraduate students and serves as a co-supervisor for postgraduate research. Her research interests include educational leadership and management, teacher education and ECD. She actively participates in community-based research initiatives aimed at promoting the holistic development of young children through play-based learning. Mohosho has presented her work at national conferences and has contributed scholarly articles and book chapters to accredited journals and academic publications.

Prosper Lunga was a postdoctoral research fellow at NWU, South Africa, while contributing to this publication. Lunga holds a PhD in Educational Psychology from the University of KwaZulu-Natal, Durban, as well as an MEd and BEd in Educational Psychology from Great Zimbabwe University in Masvingo, Zimbabwe, and a Diploma in Primary Teacher Education from the University of Zimbabwe, Harare, Zimbabwe. His research interests include ECD, primary education and educational psychology. He has published more than 12 articles in peer-reviewed journals and has cosupervised two MEd students to completion. Currently, Lunga is a primary school teacher in the United Kingdom (UK). Before moving to the UK, he taught for over 14 years in Zimbabwe and South Africa and served as a primary school head in Zimbabwe for four years.

Pumla Matu is a lecturer in the Subject Group for ECD and Education at NWU, South Africa. Matu holds an MEd in Learner Support from NWU. In 2014, she received the prestigious South African Higher Education ScholarlyGrant, part of the University Capacity Development Grant Programme (UCDGP), awarded by NWU. Her research interests and expertise focus on COMBER in early learning, literacy and language development. Matu is an novice researcher who assists in the postgraduate supervision of BEd(Hons), MEd and PhD candidates while mentoring employed African languages lecturers temporarily using the technology-enhanced active language learning (TeALL) approach

Skyler Pedro is a lecturer in ECD at NWU in South Africa, where she also serves as the Subject Group Leader for Early Childhood Education and Development. She teaches English Home Language (EHL) modules to undergraduate students across all four years of study. In 2023, she completed her MEd and began pursuing a PhD, while contributing to this publication, focusing on how initial teacher education programmes prepare pre-service teachers for reading instruction in early childhood classrooms. In recognition of her innovative teaching practices, she received the NWU Novice Teacher Award in 2023. Pedro is also an emerging postgraduate supervisor, supporting research in the fields of early literacy, teacher education and curriculum development, and she co-supervises two MEd students. Additionally, she has presented her work at several national and international conferences. Pedro’s first scholarly publication is a co-written chapter in *International perspectives on early childhood education for sustainability: Envisioning sustainable futures with young children *(Springer, 2025).

Stef Esterhuizen is an associate professor in the Faculty of Education at NWU, South Africa. In 2024, Esterhuizen received the CE Service-Learning Project Fund awarded by NWU. Her research interests focus on the teaching and learning practices of in-service and pre-service teachers to promote the holistic development of young children in early childhood education (ECE) through a play-based approach. Esterhuizen has served as co-editor for two books and leads the Thutopapadi Hola mmoho Project (‘Together we grow [children and seeds] through play’). She has presented papers at several national and international conferences, published numerous scholarly articles and book chapters and supervises postgraduate students.

Tarien Breytenbach served as a temporary lecturer in the Subject Group for ECD and Education at NWU, South Africa, while contributing to this publication. In addition to her teaching responsibilities, Breytenbach facilitates a project aimed at enhancing the enjoyment of mathematics in Grade 3 classrooms. She holds an MEd in Special Needs Education, which she completed in 2024 at NWU. She also earned a BEd (Hons) in SpecialNeeds Education from NWU, as well as a BEd in Intermediate Phase Teaching with a focus on Science, Technology and Mathematics. Her academic journey began at NWU, where she progressed from student assistant to research assistant and eventually to temporary lecturer. Breytenbach is a registered specialist wellness counsellor with the Association for Supportive Counsellors and Holistic Practitioners (ASCHP). While contributing to this publication, she was pursuing a PhD in ECD, focusing on phonetics and the educational needs of younger learners.

Victoria Ngema is a postgraduate student and PhD candidate specialising in Learners with Special Needs at NWU, South Africa. Ngema holds an MEd in Special Needs Education, with a focus on empowering ECCE centres in low-income communities through collaboration. Previously, she served as a research intern for the ETDP SETA, an organisation dedicated to promoting and facilitating education, training and development to enhance the skills profile of the education, training and development (ETD) sector, thereby creating employment opportunities, particularly for those who have been previously disadvantaged. Ngema has written a dissertation aimed at equipping practitioners and centre management with the skills necessary to deliver quality education in low-income communities through partnerships, under the supervision of Lesley Wood (NWU) and funded by the ETDP SETA. Additionally, she is a member of the Golden Key International Honour Society.