Investigating mechanisms and programmes for the provision of quality Early Childhood Education for immigrant children

Abstract

This study explores the provision of Early Childhood Education (ECE) for immigrant children in South Africa, focusing on the integration of these children into the formal schooling system. Given the growing number of immigrant families in South Africa and the challenges faced by immigrant children in accessing education, this study investigated how Early Childhood Development (ECD) centres conceptualise and implement ECE for immigrant learners. Through a qualitative approach, this study gathered insights from teachers, principals and parents/guardians in both formal and informal ECD settings. The study identified critical barriers such as language difficulties, social exclusion, lack of documentation and insufficient policy support, which hinder the integration of immigrant children into the education system (Vandeyar & Catalano, 2020). Furthermore, the study examined existing programmes and mechanisms within ECD centres aimed at fostering a smooth transition into formal schooling, highlighting both the successes and the challenges in the current system (Babane, 2020). Findings indicate that whilst South Africa’s national ECD policies aim to provide equitable access to education, there remain significant gaps in their implementation, particularly in under- resourced and informal settings (DBE, 2021). Based on these findings, the study offers recommendations to improve teacher training, foster parental involvement, enhance policy frameworks and address resource limitations in ECD centres. The study contributes to the ongoing development of inclusive educational practices and policies that ensure immigrant children’s right to quality education in South Africa (UNICEF, 2020).