The Whole Child in Early Education
Collage and Mathematical Creativity in Early Years’ Learners
Paper Presentation in a Themed Session Olusola Ariba, Kakoma Luneta
Learning Mathematics has been encumbered with a lot of challenges over the years in Nigeria. Many learners have been misinformed about the concepts and nature of mathematics. This has led to learners’ dislike and phobia for mathematics which now has a ripple effect on mathematical creativity. Can Collage–making (a creativity-oriented and activity-directed art form in the Visual Arts) promote mathematical creativity in learners? Thus, this study seeks to demonstrate how the integration of Collage into mathematics learning can foster mathematical creativity in the early years. The theoretical framework was based on the constructivist’s approach to learning. The study sought to identify the existence of any connection between Collage making and mathematical creativity. Purposive sample technique was utilized in the study since the age range (4-6 years) has been identified as the peak of creative functioning in children, (Fox and Schirrmacher 2012). The contents and materials of Collage-making were integrated into the teaching of some topics in Mathematics. Being a mixed-mode study, data were collected using the creativity assessment tool (CAT) a ready-made instrument (Lucas 2014, 2016), participant observation, and video graphics. Quantitative data analysis using Mann-Whitney U test reflected a fostering of learners’ creativity in mathematics with a high effect of 0.83 using Cohen (1988) criteria, while the qualitative approach revealed a cognitive transfer from collage-making into mathematics thus aiding creativity. With further evidence in literature, the study ascertains a strong correlation between Collage and learners’ creativity in early years’ mathematics. This can better inform teaching and curriculum planning.
Early Education of Orphans and Vulnerable Children in Sub-Saharan Africa: A Social Justice Perspective
Paper Presentation in a Themed Session Jace Pillay
In the last decade there has been a significant escalation in the number of orphans and vulnerable children (OVC) in various parts of the world, more particularly, in Sub- Saharan Africa. The author strongly asserts that early childhood education is the main vehicle to address the concerns of OVC in order for them to develop skills and human capital as future adults in order to improve the outcomes for governance and economic development in Africa. He argues on the basis of inclusion that a social justice framework is essential in taking the rights of OVC into consideration. Adopting a bio- ecological systems theoretical model the author presents research findings on the educational, psychological and social experiences of OVC to motivate the need for African governments to take on the responsibility of addressing the plight of OVC through early childhood development and education interventions if they are serious about economic sustainability and prosperity. Although the research discussed in this paper was conducted in South Africa the author believes that the findings could easily depict what happens in the rest of Africa. In concluding, the author considers the implications of the findings in relation to future policies and directions needed for crucial development in Africa. The findings have global value since OVC exist in all countries.
