Chapter 1: Improving the quality of early childhood care and education centres in low-income communities: A PALAR approach

In this chapter, the term ‘early childhood care and education’ (ECCE) encompasses the education of children from birth until the year before they enter formal schooling. It is a subset of the broader concept known as ‘early childhood development’ (ECD) and focuses on the cognitive, emotional, physical, mental, communicative, social and spiritual growth of children up to the age of seven, as outlined in the National Integrated Early Childhood Development Policy. While ECCE has the potential to foster holistic development in children, systemic inequalities often prevent this potential from being fully realised in practice. To address this issue, the first author facilitated a participatory action learning and action research (PALAR) process with practitioners from an ECCE centre to answer the research question ‘How can practitioners and centre management in ECCE centres collaborate to improve the provision of sustainable quality education?’ The participants generated data using visual and arts-based methods, supplemented by the first author’s reflective diary. Findings from Cycle 1 revealed a disconnect between practitioner knowledge and practice, as well as other barriers to holistic education, such as a lack of resources. In Cycle 2, the participants learned how to overcome these barriers and improved their working relationships, demonstrating the effectiveness of the PALAR process in facilitating sustained improvements in practice. These findings will be valuable to other practitioners and researchers seeking to instigate change in this under-resourced and economically vulnerable sector.