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Leadership and Stakeholder Involvement in Creating a Non-Violent Early Childhood Development (ECD) School Environment in South Africa: Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools

Leadership and Stakeholder Involvement in Creating a Non-Violent Early Childhood Development (ECD) School Environment in South Africa: Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools
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Author(s): Matshediso Rebecca Modise (University of South Africa, South Africa)
Copyright: 2023
Pages: 15
Source title: Research Anthology on Modern Violence and Its Impact on Society
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-7464-8.ch014

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Abstract

This chapter seeks to consider strategies and means that early childhood development (ECD) leadership in South Africa can use to create a non-violent environment at ECD centers and in the foundation phase in primary schools. In South Africa, ECD is defined as a term indicating the procedures under which children from birth to nine years of age grow and flourish emotionally, morally, socially, physically, and spiritually. The chapter focuses on Pre-Grade 1 to Grade 3 environments. It also addresses the roles that relevant stakeholders can play in support of school leadership in the creation of a violent-free environment. The research is guided by Bronfenbrenner's ecological systems theory. Since early childhood is a sensitive and impressionable stage in children's lives, a living, supportive atmosphere as well as an enabling social setting is essential to ensure their complete development. This requires the involvement of all stakeholders (school governing bodies), especially members of the schools' leadership teams in considering policy.

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