Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790529
Title: Early learning and development in emergencies : evidence from South Sudanese refugees in Uganda
Author: Shah, S.
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
The early years of a child's life set his/her life trajectory and investments during this time are more cost effective than remedial services later on. Unfortunately, insufficient funds go to this area in emergencies including in South Sudan. South Sudan has been entrenched in conflict for decades, causing massive displacement within and outside of its borders. Thousands of children have been affected, yet there is little access to early learning services. The nexus between Early Childhood Care and Development (ECCD), which includes early learning, and emergencies is a burgeoning area of work with a dearth of rigorous research. The overall purpose of this research is therefore 1) to bridge the academic and practitioner divide, and 2) to contribute to a growing evidence base. The research is framed around Vygotsky's Socio-cultural theory and the Capability approach, in a humanitarian context. The mixed methods research investigated culturally relevant ECCD programming, and outcomes and capabilities of children aged 3-5 years and their parents. The research contributes to: 1) developing culturally relevant quantitative data collection tools, 2) a theoretical underpinning for ECCD by integrating Child Development, Human Development and humanitarianism, 3) understanding how a non-emergency model can be adapted for an emergency context, and 4) evidence of the importance of providing ECCD services in humanitarian contexts. The research results show support for providing early learning services in emergency contexts. Refugee children who received early learning services had higher child development outcomes that were statistically significant, compared to those that did not receive services. A relationship between parents Knowledge, Attitudes and Practice and children's development outcomes was also analysed. This however showed no positive or negative relationship. Lastly, the research illustrates how bringing together Vygotsky's Socio-cultural theory and the Capability Approach provides a stronger theoretical underpinning for ECCD in emergencies.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790529  DOI: Not available
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