Perspectivist Challenges for ECD Intervention in Africa
By fabi
Communication about early childhood education is hindered by the differing views of scientists, policymakers, educators, and caregivers. Scientists focus on explanatory models, policymakers on political agendas, educators on community principles, and caregivers on
local norms and ethnotheories. Effective dialogue demands finding common ground among these diverse perspectives. The prevailing scientific models, shaped within a middle-class, Western context, often clash with the ethnotheories prevalent in rural and low-income urban African communities. This discrepancy poses significant challenges for early childhood development interventions in Africa, particularly in fostering social adjustment, practical competence, and social responsibility.
Serpell, Robert (2018). “Perspectivist Challenges for ECD Intervention in Africa.” Early Childhood and Development Work, pp. 39–68.
