Advancing Core Competencies Among Early Childhood Educators/Caregivers: Towards ECE Teacher/Caregiver Effective Practices in the Post-COVID-19 Era
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Date
2022
Authors
Gbadegesin, Taiwo Frances
Ajayi, Hannah Olubunmi
Jegede, P. O.
Citation
Gbadegesin, T.F., Ajayi, H.O. and Jegede, P.O. (2022) ‘Advancing Core Competencies Among Early Childhood Educators/Caregivers: Towards ECE Teacher/Caregiver Effective Practices in the Post-COVID-19 Era’, in Hannah O. Ajayi, E. Grupper, S.S. Fowowe, T. Cassidy, and E. Ashton (eds) Advances in Early Childhood and K-12 Education. IGI Global, pp. 81–92. Available at: https://doi.org/10.4018/978-1-7998-7020-3.ch006.
Abstract
This chapter examines the adequacy of preparedness to tackle the spread of COVID-19 and the prevailing challenges as the impetus for the emerging competencies required in nursery and primary schools for children aged 5-10. It then unfolded the emerging skills needed by the practitioners in the wake of the pandemic. Policy recommendations were solicited from the teachers, proprietors, and children. The authors adopted a qualitative approach, using semi-structured interviews driven by the saturation point. The use of computer-aided qualitative data software (Atlas. ti) through visualization networks indicated evidence of inadequate preparedness to tackle the spread of COVID-19. They found 13 thematic challenges associated with the Centre for Diseases Control and Prevention (CDC) protocols and the need for training. The findings also unfolded a visualization network featuring 11 pre-requisite skills that emphasized hygienic protocols. Appropriate training, government, and international organization interventions to cover the identified lapses are recommended.