Literacy Information and Computer Education Journal (LICEJ), Volume 1, Issue 2, June 2010
The Issue of Holistic Development of Young Children
in ECE Centres of Botswana
Kabita Bose
Department of Primary Education, University of Botswana, Botswana
Abstract
A study on the status of Early Childhood Care
and Education (ECC and E) in Botswana
established an absence of a prescribed curriculum
and a very low rate of formal training of the Early
Childhood Education (ECE) teachers [4]. Thus,
under the existing circumstances, it was necessary
to find out the alternative training measures that
were made available to the practicing ECE teachers
and the existing classroom practices. This part of
the study mapped the views of the teachers working
in ECE centres, as demonstrated by their in-service
training, classroom practices and. The study
comprised of 39 teachers from 39 ECE centres in
the neighbourhood. Their views were obtained from
a semi-structured questionnaire. A quantitative
approach was used for analysis of the data. The
study found that around 60% of the in-service
teachers attended ECE workshops as alternative
training measures. However, it emerged from the
study that the content of the workshops needed to be
enriched. It also revealed that only 54% of teachers
promoted holistic development that catered to
physical, cognitive, emotional as well as social
domains at tandem; and remaining promoted only a
combination of some of the developmental aspects,
neglecting some crucial ones completely at times.
The findings also indicated that greater emphasis
was laid on the development of physical aspect as
compared to the other domains.
1. Introduction
Early Childhood Education (ECE) deals with
young children aged 0-8 years and their overall
development that takes into account of their
educational, health, psychological, philosophical,
cultural, historical and sociological domains. Young
children at this age are vulnerable and need proper
care and education for an appropriate stimulation
and learning. During this period, children develop
very fast, use all their senses and as a result the
potential gains are tremendous. At this stage, an
appropriate stimulation is necessary that can
improve their motor skills, critical thinking, problem
solving, enhanced mathematical thinking, increased
creativity, higher level of language development and
Copyright © 2010, Infonomics Society
motivation [14]. And to provide that, one needs
trained teachers who could stimulate young children
to learn and benefit maximum from all that is
available. At the same time, there is a need to
introduce a well planned ECE curriculum that could
cater to development of physical, cognitive, social
and emotional aspects, leading to an overall
development of young children. However, review of
literature regarding availability of trained ECE
teachers as well as development of ECE curriculum
reveals a mixed response. Some studies show that
for most early childhood care and education
programs, teachers do not attain a bachelor’s degree,
and the majority of the states do not have teachers in
ECE centres that undergo any pre-service training;
much less have a BA in early childhood education.
It also shows that only about half of the teachers in
private ECE settings or Head Start centres are with a
BA or an Associate Degree. And therefore, most
ECE programs are disqualified as mediocre [1].
Another study emphasised that high qualification of
staff is associated with high quality of ECE service
delivery, and found that usually higher quality
programs tend to employ teachers who are more
qualified [20]. Thus, the ECE teachers, who would
in turn, provide quality care and education; need a
formal professional advancement that could
empower them with ECE related knowledge and
skills.
As regards ECE curriculum, a few other studies
revealed that usage of government prescribed
curriculum is prevalent mainly in developed
countries like England, to ensure quality and cultural
appropriateness. Whereas some others start without
operational guidelines initially; and procure a
national curriculum subsequently. A study found
that both Sweden and Norway developed guidelines
and annual plan of the institutional activities of
preschools to start with, and implemented the
general guidelines effectively in order to assist the
preschool practitioners. Whereas, they developed a
curriculum which outlined goals, content, methods
and evaluation and emphasised subject areas
(society religion and ethics, physical activity and
health, aesthetic subjects, language, literacy and
communication as well as nature technology and
environment) that were to be experienced by
learners each subsequent year, along with activities
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Literacy Information and Computer Education Journal (LICEJ), Volume 1, Issue 2, June 2010
such as play, creativity, joy and humour [2]. Thus,
it is quite clear that to run quality ECE centres in
any country, it is necessary to have a combination of
both ECE trained teachers as well as prescribed ECE
curriculum.
However, Botswana, which is a developing
country, has a very different scenario. A study
funded by the office of Research and Development
(ORD) of University of Botswana (UB) found that
although the Ministry of Education (MOE) was
made responsible for coordinating early childhood
services and training of ECE teachers, and
establishing a minimum curriculum framework for
day-care and pre-primary services, really nothing
much could be established due to various
constraints. It also revealed that there was no dearth
of variety of ECE centres in the country that were
running with various types of ECE programmes. It
also revealed that nearly half of those ECE centres
were run by private sector alone and the remaining
was run by different types of organizations like Non
Governmental, or faith based types. The same study
also found that nearly 18% of ECE centres had no
trained teachers at all in their premises. It further
elaborated that out of the total number of ECE
teachers (174) that were recruited; nearly 50% (85)
of the teachers were not trained in ECE at all! And
on top of that, it added that none of those centres
had a prescribed curriculum that could provide some
guidelines along with activities to the teachers.
Thus, it could well be predicted that this absence of
a prescribed ECE curriculum could have led to a
situation where the teachers could not provide young
children with proper guidance, care and education!
Because it is well understood that a prescribed ECE
curriculum should be able to guide teachers; both
trained as well as untrained ones, in their
deliberations and ensure that the activities that are
practised in the classrooms are developmentally
appropriate for the children [4]. This state of affairs
regarding ECE is alarming. Any ECE programme
that a young child is exposed to, should be such that
it can leave a mark at the most impressionable age!
And that cannot be possible without Trained ECE
teachers as well as prescribed ECE curriculum!
However, it is worth mentioning here that the
literature regarding ECE curriculum in Botswana
also indicated that a blue print of the ECE National
Curriculum for pre-primary sector was being
developed, both for piloting and implementing to the
pre-schools; and some teacher training was also
being planned that was to be implemented during
the National Development tenure of 2003-2009 [18].
But looking at the existing situation in
Botswana, one often questions the quality of ECE
programmes! The question that often bothers is what
is being done to ensure quality pre-school education
that could meet both the individual as well as
cultural needs of young children? Thus, the author
of this paper felt the need to find out what exactly
Copyright © 2010, Infonomics Society
was happening within the classrooms of the ECE
centres, in the absence of both prescribed ECE
curriculum as well as ECE trained teachers. It also
became necessary to determine the measures that
were taken to curb such a worrisome situation.
Hence, this study was conducted which mapped the
views of the ECE teachers as demonstrated by their
practices and involvement in the classrooms, as well
as the training facilities that were made available to
them, to upgrade their current, helpless situation.
2. Objectives of the study
Objectives of the study were to find out the:
1. Alternative training measures that were
provided to ECE teachers
2. Adoption of any ECE curriculum in the
absence of a national prescribed curriculum
3. Promotion of a holistic development in
ECE classrooms
3. Methodology
A methodology is comprised of a set of
methods and principles used to carry out research
and it provides a better understanding of how the
project was conducted and the data collection
techniques that were employed to provide answers
to the research objectives. A survey research design
was employed for the study. The population of a
study is the group of interest to which the result of
the study would ideally be generalized [10]. Due to
the highest concentration of varied types of ECE
programs (20%) in the whole country and cost
effectiveness as well as proximity, Gaborone and its
surrounding areas like Tlokweng and Phakalane
were selected as population of the research study. A
purposive sampling technique was used because of
their typical characteristics relative to the
phenomenon under study, in this case both region
and the available teachers, rather than selecting them
at random [21]. Out of a total of 82, 40 i.e., 50% of
ECE were selected by keeping in mind that different
types of ECE programmes that existed in the
specified area should be retained. This was done to
provide a fair representation of ECE centres in the
specified area. However, one institutional centre
which was operating solely with the help of student
teachers, did not feel proper to participate in the
study. And as a result, the sample comprised of
thirty nine (39) teachers only. Taking cues from Gay
and Airasian [10] the most appropriate instrument to
use was a questionnaire and not a detailed interview
as that was the best option on the ground at that
moment. The questionnaire consisted of both closed
and open-ended items and was piloted in a nearby
ECE centre that was included in the current sample,
to test its validity and reliability. A quantitative
approach was employed to analyse the data and
retrieve relevant information. The data collected was
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cleaned, coded and entered by using SPSS
(Statistical Package for Social Sciences) and
presented in the form of tables and graphs wherever
possible.
4. Results and Discussions
The findings of the study are presented in the
following section under subheadings as follows:
4.1. Demographic Information
In the study, entire population of teachers
comprised of females only (Figure 1). It is a fact that
child care facilities are still populated by females.
This perhaps indicates that more males need to be
attracted into the field of child care to act as role
models and father figures for children who come
from single parent families and also because
children need to know that there are men who are
caring and loving [8]. Around 66% (26) of the
teachers of the sample were still in their youth
(below 40 years) and only 8% (3) teachers were
mature and elderly (over 50 years old). This is quite
optimistic and thus one would expect them to be
energetic and active to take care of young children
in classroom settings.
In general, a good percentage of the participants
had formal training, not necessarily in ECE. Around
41% (16) teachers had acquired diploma, 46% (18)
had acquired certificate and only 5% (2) had
acquired degree qualifications. Whereas, 7.5% (3)
had no higher qualifications at all, and had attained
only 2 to 3 years of secondary education (Figure 1).
It was also found, that 77% (30) of the selected
sample were ECE trained primarily from Botswana
(Figure 1). Some were trained in overseas like
Zimbabwe, Zambia, South Africa, South Korea,
Kenya and Sri Lanka. And the remaining 23% of
the sample was not trained in ECE at all. At this
juncture, it is worth mentioning that another part of
the study revealed that out of the total number of
teachers that were recruited in these 39 ECE centres,
almost 50% of the teachers were not trained in ECE!
Perhaps, the adoption of a purposive sampling
technique in selection of sample prohibited the
untrained teachers from taking part in the current
study!
This scarcity of trained teachers in any
discipline is a universal truth. There are worldwide
constraints of being an adult learner. Lack of
adequate training centres, academic insecurity,
language barriers and inability to pay for course
work are constraints encountered by early care and
education teachers in trying to improve their
qualification and capacity, so as to help create a
knowledgeable and qualified workforce [1].
Botswana has the same scenario as well.
Currently there is only one training centre which
produces only 30 teachers per year at a certificate
level for the whole country [17]. This falls short of
satisfying the demand for teachers. Thus it is
necessary to make some alternative provisions
available to the existing untrained teachers, so that
they can upgrade their knowledge and deliver the
best to the most promising young children of ECE
centres in the country.
Studies of Australian early childhood centres on
traditional perspectives of professional development
through a re-conceptualization of early childhood
growth proposed alternative perspectives, which
could recognize staff as empowered learners capable
of building working knowledge through engagement
in different aspects of EC practice over time. This
engagement referred to activities such as workshop
and
conference
presentations,
participant
observation and data gathering at shared planning
meetings, which could allow staff members with
minimal qualifications, but with insight and
commitment necessary for a professional growth, to
share with others and promote a move from being
“non professional” to being “professional” [9]. In
Botswana as well such alternative measures needs to
be provided. Hence, the participants of the current
study were asked about the alternative training
facilities that were provided to them as in-service
teachers.
4.2. Alternate Training Facilities Provided
Figure1. Demographic data
Copyright © 2010, Infonomics Society
The study revealed that (Figure 2) only 60%
of the teachers had attended ECE workshops which
covered relevant working knowledge through
engagement in different aspects of ECE practice
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Literacy Information and Computer Education Journal (LICEJ), Volume 1, Issue 2, June 2010
over time. And around 40% of the ECE teachers
were continuing as it is, perhaps without any formal
training in the first place; and without any
subsequent training in ECE during their in-service
tenure. It also revealed that only 22.5% attended
Early Childhood content, and another 20% went
through Teaching Methods content. Rest of them
attended content related to nutrition, writing skills,
work planning and cleanliness, without covering the
basic topics on ECE and methodology, though each
of these topics is also very important in its own
standing.
perhaps was not culturally appropriate at all for the
children who are growing up in Botswana!
On the other hand, the findings showed that
as large as 38.5% of the ECE centres, who did not
have any prescribed curriculum, did not bother to
borrow any curriculum and as a result did whatever
suited them the best. In addition, another 10.3%
used self-made curriculum based on different themes
or Montessori Method (Figure 3). This is alarming,
as the picture clearly shows that almost 50% of them
depended on their own knowledge and experience
and another 50% depended on curriculum meant for
children of other countries. It is even more
disturbing as we saw earlier that almost about 50%
of the teachers who were working in ECE centres
were untrained. Thus what must be happening when
the untrained teachers decide to develop their own
curriculum for the young ones! And one wonders
whether one can sit peacefully depending on the
curriculum improvised by such untrained teachers?
Figure 2.Workshops Attended
Next part of the study dealt with the questions
regarding adoption of any ECE curriculum in the
absence of a prescribed one. This was necessary in
order to understand what was being done to provide
rich stimulation to young children.
4.3. Adoption of ECC and E Curriculum
Literature revealed that the MOE in Botswana
was bestowed with a responsibility of prescribing a
standard ECE curriculum that would facilitate the
overall development of young children [17].
However, that could not be made available. The
results revealed that around 50% of ECE centres,
who did not have any curriculum, used alternatives
like adopting either a South African Curriculum or a
combination of curriculum prescribed by other
countries (Figure 3) [5]. This led to a heavy
dependency on curriculum other than its own, and
Copyright © 2010, Infonomics Society
Figure 3. ECE Curriculum and Alternatives
Next pertinent questions thus, were what
exactly were happening in ECE classrooms? And in
order to find that out it became necessary to probe
further, regarding the developmental aspects that
were being promoted, the activities that were
organised, and the materials that were used in the in
the ECE classrooms! It also became necessary to
find out the measures that were taken by the ECE
teachers to provide a holistic development to the
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Literacy Information and Computer Education Journal (LICEJ), Volume 1, Issue 2, June 2010
young children. Because the introduction of an
appropriate curriculum that caters to an overall
development of young children is necessary for any
ECE centre to achieve the desired outcome, i.e.
nothing but a quality ECE programme!
4.4.
(46%) attempted arithmetic and pre-writing
activities (Figure 5) that automatically catered to
cognitive development and finer motor coordination.
In other words the ECE teachers were heavily
inclined to use activities in the classrooms that
would enhance physical domain primarily.
Promotion of Developmental Aspects
The study also revealed that only about half of
the respondents (54%) promoted holistic
development that catered to all the aspects namely
the physical, cognitive, emotional and social ones at
tandem (Figure 4). The remaining, however,
promoted only a combination of a few
developmental aspects, neglecting some of the
crucial ones completely at times that dealt either
with cognitive, or physical, or social, or emotional
aspects.
Figure 5. Activities Organised During Class
4.6.
Figure 4. Promotion of Holistic Development
4.5.
Activities Organised In the ECE
Classrooms
It is worth mentioning here that almost all of
them organised activities related to games, building
blocks, gymnastics and activities requiring eye-hand
coordination. This, no doubt, emphasised physical
development. Colouring, art and music, free
expressions were also given a lot of importance
leading to physical, social and emotional
development. Whereas, less than half of them
Copyright © 2010, Infonomics Society
Indoors and Outdoors Materials Used
To understand whether a holistic development
was taking place or not, it became necessary to
explore the materials that were used by the ECE
teachers in order to cater to all the domains of the
young ones respectively. And it also became
mandatory to find out what was provided, and how
was that used in the ECE classrooms? So, the
findings of the study established that consistent
efforts were made to provide indoor materials for
relevant activities almost every day. All the centres
provided indoor materials like painting, clay,
pictures, scissors, chart books, alphabets charts,
building blocks, puzzles, toys, story books, logos,
plaster seal, etc. It is worth noting here that the list
of indoor materials too, perhaps, indicate that more
emphasis was laid on development of motor skills.
Although social, emotional and cognitive aspects
were not neglected completely. The study also
revealed that around 70% of them used outdoor
materials every day on a regular basis. And the
materials used were listed as Balls, Slides, Swings,
Hoola Hoops, Seesaws, Climbing Rails and a few
others. The emphasis was again more on physical
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Literacy Information and Computer Education Journal (LICEJ), Volume 1, Issue 2, June 2010
development as compared to the other domains
(Figure 6). However, none of them mentioned of any
Nature Corner, or Pet’s corner that could have
catered to the development of emotional and social
domains. In other words, both indoors as well as
outdoors materials were primarily used to enhance
physical domains. Nonetheless it should also be
mentioned here that the teachers made an effort to
select materials, both indoors as well as outdoor, and
used them regularly. However, their inclination
towards the enhancement of physical aspects could
perhaps be due to the absence of a prescribed
curriculum. The introduction of an ECE curriculum
with appropriate guidelines could definitely
overcome this problem, and could lead to an
enhancement of an overall development instead!
Figure 6. Outdoor Materials Used
4.7.
The issue of a Holistic Development
In an ECE curriculum one expects a reflection
of growth and learning in a holistic way that has
interwoven emotional, social, cultural, physical and
cognitive dimensions.
It is needless to say that an early childhood
curriculum should recognise the central importance
of emotions in a child’s development. The
development of emotional competence is an
essential foundation for academic and social
functioning. Curriculum goals, activities, teacherchild relationships need to be well planned. In an
emotion-centred curriculum, children approach
materials and activities with relish and are optimistic
about their ability to figure out things and get help
both from adults and other children whenever they
Copyright © 2010, Infonomics Society
need it. In such a programme, teachers create
relationships that support emotional development of
a child. Programmes that lack emotional focus may
restrict individual and culturally compatible interests
and styles. Planned activities can encourage children
to talk, write and play about important issues that
might build a strong link between affective and
cognitive developments. Selection of emotionally
relevant activities by ECE teacher might ensure
children’s sustained powerful explorations resulting
in cognitive academic and emotional benefits [9].
Activities that help in emotional expressions, like
music and creative art forms could well occupy a
substantial amount of space in a well planned ECE
curriculum.
Research shows that children prefer to work in
cooperation with one another and prefer to get help
from peers rather than teachers [12]; [15]. They
show more turn taking behaviour which form
attachments with others and show participation in
educational and cooperative play activities. Thus, to
enhance social development, a skillful teacher
should be guided by a curriculum to select
appropriate tasks that would serve as catalyst for
social interaction and conversations and encourage
their growth by pairing children or guiding
conversation among the children about their
common pursuit [3]. Not only that, they need to be
guided that the best way to help children and to
develop healthy lifestyle attitudes as was behaviors
is to provide children with love and nurturing that
builds strong, positive self-images based on
attributes other than appearance e.g., kindness,
trying hard, sharing, doing well in sports or school,
etc. [16].
Similarly, physical development is vital during
early childhood, as children continue to expand their
repertoire of physical skills, adding to those that
were mastered during infancy. During early years
the finer and gross motor skills of children are
developed and they become interested in performing
well in activities like writing and arithmetic. So the
ECE curriculum should provide guidelines for
planning appropriate tasks that would help them in
composing text without being distracted by poor
motor coordination and letter formation [7].
Children not only grow physically during early
childhood, but grow mentally as well. Children of
this age continue to advance their skills in observing
and interacting with the world around them. They
also make tremendous leaps in how they process,
store, and use information [16]. Development of
their cognitive abilities take to new levels of
richness and reflectivity and the resulting
thoughtfulness allows for greater sophistication in
the related areas of social relationships and selfdirected learning. Thus there is also a need to
provide an appropriate ECE curriculum to the
teachers that could guide them as how to provide
cognitive development using appropriate curricular
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Literacy Information and Computer Education Journal (LICEJ), Volume 1, Issue 2, June 2010
activities, and encourage children’s involvement in
creative play, mastery learning, problem solving and
conversation in order to prepare them to face
challenges and make them proficient in applying
cognitive skills [3]. And the ECE teachers must
provide opportunities for development of cognitive
abilities to facilitate a bootstrapping of learning by
development, and of development by learning [20].
Both the Rumbold Report Starting with Quality
and the Royal Society of Arts Report Start Right
emphasized a high-quality education in early years
and stressed that the major prerequisites for a "highquality" education should be provision of an
appropriate early learning curriculum [13]. They
further recommended a curriculum based on eight
main areas of learning: (1) aesthetic and creative, (2)
human and social, (3) language and literacy, (4)
mathematics, (5) physical, (6) science, (7) spiritual
and moral, and (8) technology and said that these
should be made available to all young children as it
leads to lasting cognitive and social benefits in
children. In other words, there is a need to provide
an overall development that would guarantee the
development of all the faculties of young children,
in a holistic manner.
Unfortunately, the findings of the current study
showed that about 54%, of the respondents i.e. only
half of the ECE centres, that took part in the study,
provided the desired holistic development to the
young children. On the contrary, almost half of them
neither encouraged holistic development nor were
they worried about neglecting some of the most
important domains like cognitive, or social or
emotional aspects in actual practice. In addition,
majority of them, primarily, catered to the
development of physical aspect as compared to the
other domains in a platter! Which means, the quality
of the ECE programmes that are running in
Botswana are in question! This raises a concern,
because the quality ECE programmes needs an
adoption of a model of learning that weaves together
patterns of linked experiences and meaning. This
integrated view of learning sees the child’s whole
context, the physical development, the emotional
stability; the relationships with others, the cognitive
skills and the child’s immediate needs at any
moment that would affect and modify how a
particular experience could contribute to the child’s
overall development. This view of learning sees the
child as a person who wants to learn and sees the
task as a meaningful whole [22].
teachers regarding activities and materials that can
enhance and interweave physical, social, emotional,
as well as cognitive domains and thus provide a
holistic development ensuring an overall enrichment
and growth [5]. And in the mean time, certainly, we
need to prepare the ECE teachers through
workshops and seminars, especially the ones who
are not formally trained in ECE, and provide useful
guidelines regarding the strategies of offering rich
and stimulating activities, while using appropriate
indoors as well as outdoors materials. This would
not only equip the ECE teachers with the desired
skills and knowledge, but would also enable them
enhancing the development of all the faculties of
young children that leads to a holistic development.
Giving emphasis to physical development is
definitely is very important, but neglecting
cognitive, social, as well as emotional aspects would
be detrimental at such a tender age. As any lapse
such as this during early childhood period, would
definitely lead to an unbalanced developmental
process, as we know that each one of these
developmental aspects is very important in its own
right. And a quality ECE programme is expected to
provide them at tandem with well planned activities,
using both indoors and outdoors materials.
5. Conclusion
Thus, it is needleless to say that efforts need to
be made to provide an overall development to young
children. And in order to that, the first move that we
can take is to introduce an appropriate national ECE
curriculum, that could at least provide guidelines
both to pre-service as well as in-service ECE
Copyright © 2010, Infonomics Society
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