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ERIC Number: ED231544
Record Type: Non-Journal
Publication Date: 1982-Jun
Pages: 14
Abstractor: N/A
Reference Count: N/A
The Educational Implications of Disadvantagement at Pre-School and University Level.
van der Ross, R. E.
If one were to list the more important developments in South African education during the past 4 or 5 decades, the changed attitude toward preschool education would surely rank high on the list. People involved in preschool education have discovered the need to apply recently formulated sociological and psychological theories to preschool education. The specific target of the new approach is the disadvantaged child. The new approach believes that if children are to succeed in middle-class-oriented schools, they must be prepared through exposure to intellectual stimulation and through intervention on a broad front involving all who influence the environment of preschool children. The first preschool for disadvantaged children was started in Athlone, Cape Town, in 1971-72. In 1971 the Early Learning Center in Kew Town, Athlone, a subeconomic township for Colored persons, was launched. The project opened its doors to pupils in 1972. Following the formation of the Athlone Center, other centers have been established. These centers form a network for research units, sharing their knowledge and skills with one another and the wider research community. Because the effects of disadvantagement are also experienced at the university level, universities should be concerned with preschool education and the disadvantaged child. (An appended welcoming address recounts the beginning history of the Early Learning Center and the establishment of the Early Learning Resource Unit.) (RH)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa