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INTRODUCTION
Early childhood is a critical period of development and growth because events that happen during this period can influence the future development of a person (World Health Organisation [WHO], 2012). In agreement, Winter (2010:4) highlights that “the first three years are the period of the most rapid growth during which there are specific sensitive periods for optimal learning in particular areas”. The Bernard van Leer Foundation (2004:3) aptly remarks that “[w]hat happens to children in their first days, months and years of life affects their development, the development of our society and the development of our world”. On that assertion, Bronfenbrenner’s ecosystemic theory contextualised my study in understanding how children develop by identifying other circumstances besides the inherent characteristics of the child. Bronfenbrenner’s ecosystemic theory examines the developing child through a context of multifaceted structures of the environment, each having an effect on the child’s development (Nabavi, 2012).
According to Bronfenbrenner’s (1979:3) ecosystems theory, human development and socialisation are shaped by various groups of the environment (ecosystems), where the individual participates as an active player in his or her environment where there is mutual interaction between the developing child and the environment. The influence of the various settings within the environment has a determining impact on the way the child develops. From the ecosystemic theoretical stance, the environment is thus fathomed to contain different concentric systems that range from the smallest, referred to as the microsystem, the mesosystem and the exosystem, to the largest, the macrosystem, that are located inside one another with reciprocating interactions (Harkonen, 2007). According to Bronfenbrenner (2005), what transpires within the child’s settings (microsystem), such as the immediate family, the peers, the service providers and the larger community (macrosystem), influences his or her development, socialisation and education. Regarding the critical role played by each system in the developing child, Bronfenbrenner’s ecosystemic theory proffers a context for exploring the factors that influence the accessibility of early childhood development (ECD) services to young children with disabilities. The theory underscores the quality and background of the child’s settings.
According to Britto, Yoshikawa and Bollar (2011:3), ECD programmes embrace a broad spectrum of support services for young children and their families, such as social protection, child welfare, early learning and health, perceived as the ecosystemic factors by Bronfenbrenner’s (1979) ecosystemic theory. In addition, the United Nations International Children’s Educational Fund (UNICEF) highlights that nurturing these environmental processes influences the development of the child in the early years (UNICEF, 2005). Various ecosystemic factors have an impact on a child’s development. These factors can be explained as mutual relationships in the society in which the child lives and can be found among people, communities, institutions and policies. Bronfenbrenner (1989) based his ecosystemic theory on the premise that development is a multifaceted and complicated concept that cannot possibly be viewed from a single perspective, but rather from an all-embracing prospect (Krishnan, 2010). I concur with Elliot and Davis (2009) that during the early years of development, children demonstrate the greatest ability to learn and develop. Consequently, it appears to be crucial that nations should invest in their young children, thereby preparing and equipping them for future challenges.
CHAPTER ONE: ORIENTATION TO THE STUDY
1.1 INTRODUCTION .
1.3 PROBLEM STATEMENT
1.4 RESEARCH QUESTIONS
1.4.1 Primary research question
1.4.2 Secondary research questions
1.5 AIMS AND OBJECTIVES
1.6 CLARIFICATION OF CONCEPTS
1.6.1 Ecosystemic factors
1.6.2 Accessibility
1.6.3 Early childhood development
1.6.4 Early childhood development services .
1.6.5 Disability
1.7 THEORETICAL FRAMEWORK
1.8 CONTEXTUAL PERSPECTIVES OF EARLY CHILDHOOD DEVELOPMENT IN ZIMBABWE
1.9 RESEARCH METHODOLOGY
1.10 TRUSTWORTHINESS
1.11 ETHICAL CONSIDERATIONS
1.12 CHAPTER OUTLINE
1.13 CONCLUDING REMARKS
CHAPTER TWO: CONTEXTUAL PERSPECTIVES ON EARLY CHILDHOOD DEVELOPMENT
2.1 INTRODUCTION
2.2 THE IMPORTANCE OF THE EARLY YEARS
2.3 DEVELOPMENT IN EARLY CHILDHOOD
2.4 EARLY CHILDHOOD DEVELOPMENT SERVICES .
2.5 EARLY CHILDHOOD DEVELOPMENT SERVICES IN ZIMBABWE
2.6 CONCLUDING REMARKS
CHAPTER THREE: THEORETICAL FRAMEWORK
3.1 INTRODUCTION
3.2 THEORETICAL PERSPECTIVES ON CHILD DEVELOPMENT .
3.3 BRONFENBRENNER’S ECOSYSTEMIC THEORY
3.4 CONCLUDING REMARKS
CHAPTER FOUR: RESEARCH METHODOLOGY
4.1 INTRODUCTION
4.2 THE RESEARCH QUESTIONS
4.4 RESEARCH METHODS
4.5 TRUSTWORTHINESS
4.6 ETHICAL CONSIDERATIONS .
4.7 CONCLUDING REMARKS
CHAPTER FIVE: DATA PRESENTATION, ANALYSIS AND INTERPRETATION
CHAPTER SIX: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
BIBLIOGRAPHY
APPENDICES
