| Title | Chapter 3: Practitioner–parent collaboration for children with Down syndrome in early childhood care and education centres |
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| Contributor | Mariëtte Koen(editor) |
| DOI | https://doi.org/10.4102/aosis.2025.BK512.03 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/512 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Mariëtte Koen, Stef Esterhuizen, Pumla Matu & Skyler Pedro. Licensee: AOSIS (Pty) Ltd. The moral rights of the editors and authors have been asserted. |
| Publisher | AOSIS |
| Long abstract | Despite the inclusion of children with special needs in early childhood care and education (ECCE) centres, practitioners often lack the knowledge and training necessary to effectively support these children. This chapter aims to determine how collaboration between practitioners and parents can enhance support for children with Down syndrome (DS) in ECCE settings. The research is grounded in Bronfenbrenner’s ecological systems theory (EST), which emphasises the impact of social relationships on children’s learning and well-being. A qualitative approach was employed, utilising a participatory action learning and action research (PALAR) design. The study involved three ECCE practitioners and three parents, recruited through purposive sampling. Data were generated over two iterative cycles using arts-based methods and analysed through thematic content analysis. Ethical standards, including informed consent, confidentiality, and participant well-being, were upheld, with approval from the North-West University Education, Management and Economic Sciences, Law, Theology, Engineering and Natural Sciences Research Ethics Committee (NWUEMELTEN-REC). The findings emphasise that collaboration between practitioners and parents is essential for effectively supporting children with DS in ECCE centres. Additionally, addressing stereotypes and expanding awareness of inclusive practices are critical for improving the quality of care and education for these children. Given that poverty poses a significant challenge in many ECCE centres, the use of learning resources made from recycled materials is recommended. |
| Print length | 18 pages |
| Language | English (Original) |
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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.
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.