Visual Daily Programme to implement the National Curriculum Framework: a case of rural early childhood care and education centres.
Year: 2025
Type: article
Abstract: The daily programme outlines the sequence and time allocations for directing learning per curriculum expectancies in Early Childhood Care and Education. This article explores the adoption of a visual representation of activities in a daily programme to enhance young children's development. A qualitative case study of three rural centres that employed such envisioning of the daily programme is located within the critiques of communities of practice. Data collected from semi-structured interviews and document analysis revealed the innovative capacities of rural teachers to activate a collaborative learning endeavour. Examining collaborative efforts delves into the power dynamics that drove the underlying intentions within the integrated policy-practice dialogue. Whilst challenging the pedagogy beyond superficial policy compliance, the paper concludes with a commentary on breeding dependence within benevolent partnerships to question the goal of teachers as autonomous curriculum agents. The study recommends more teamwork for teachers to take a stronger role in the ownership of their professional growth.
DOI: 10.17159/pc2da742
Author: Zanele Zama
Institution: University of KwaZulu-Natal
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410863102