Perceptions of educare teachers regarding the effects of disadvantagement on the psychosocial development of historically disadvantaged preschool children

Abstract

The research topic concerns the broad effects of deprived community circumstances that may impact on potentially vulnerable children's holistic psychological, as well as social development. The present study has a primary aim of gathering information about the perceptions that educators hold regarding the effects of disadvantagement on the psychosocial development of historically disadvantaged preschool children. The investigation of the developmental aspects of the preschoolers is informed by the psychosocial theory of Erik Erikson. Qualitative research methods are used in the study. The responses of participants are elicited by means of semi-structured interviews. The participants were six female educate teachers, whose ages range between 20 years and 60 years. They were selected from two preschools in a previously disadvantaged community. The research process occurs within the framework of Grounded theory. Compatible ethnographic methods of research were used to access the personal accounts of the participants' individual perceptions regarding the disadvantagement of preschool children. The ethnographic interview was employed as the primary information-gathering instrument. The analysis of the information gathered is based on an interpretive analysis method, namely, thematic analysis to categorise themes present in the information. The study results regarding the preschool children's psychosocial development highlight the following factors: Hunger/unemployment, crime and drugs, parental influences, as well as preschool socialisation. Recommendations include the need to access existing childcare subsidies, as well as the need to reconstruct educare programmes within the community. The researcher engaged in self-reflexivity throughout the study process and remained aware of the researcher effects that may impact on the participants' information sharing.