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The Impact of the Covid‐19 Global Health Pandemic in Early Childhood Education Within Four Countries

Author

Listed:
  • Lynn McNair

    (Moray House School of Education and Sport, University of Edinburgh, UK)

  • John Ravenscroft

    (Moray House School of Education and Sport, University of Edinburgh, UK)

  • Irene Rizzini

    (CIESPI, Pontifical Catholic University of Rio de Janeiro, Brazil)

  • Kay Tisdall

    (Moray House School of Education and Sport, University of Edinburgh, UK)

  • Linda Biersteker

    (Department of Paediatrics and Child Health, University of Cape Town, South Africa)

  • Fortunate Shabalala

    (Department of Community Health Nursing Science, University of Eswatini, Eswatini)

  • S’lungile K. Thwala

    (Department of Educational Foundations and Management, University of Eswatini, Eswatini)

  • Clement N. Dlamini

    (Centre for Community Services, University of Eswatini, Eswatini)

  • Malcolm Bush

    (CIESPI, Pontifical Catholic University of Rio de Janeiro, Brazil)

  • Malibongwe Gwele

    (Department of Paediatrics and Child Health, University of Cape Town, South Africa)

  • Lizette Berry

    (Department of Paediatrics and Child Health, University of Cape Town, South Africa)

Abstract

The recent Covid‐19 global health pandemic has negatively affected the political and economic development of communities around the world. This article shares the lessons from our multi‐country project Safe, Inclusive Participative Pedagogy: Improving Early Childhood Education in Fragile Contexts (UKRI GCRF) on how children in communities in Brazil, Eswatini, South Africa, and Scotland have experienced the effects of the pandemic. This article benefits from having co‐authors from various countries, bringing their own located knowledge to considerations of children’s rights and early childhood education in the wake of the pandemic. The authors discuss different perspectives on children’s human rights within historical, social, and cultural contexts and, by doing so, will discuss how the global pandemic has placed a spotlight on the previous inequalities within early years education and how the disparity of those with capital (economic and social) have led to an even greater disproportion of children needing health and educational support.

Suggested Citation

  • Lynn McNair & John Ravenscroft & Irene Rizzini & Kay Tisdall & Linda Biersteker & Fortunate Shabalala & S’lungile K. Thwala & Clement N. Dlamini & Malcolm Bush & Malibongwe Gwele & Lizette Berry, 2022. "The Impact of the Covid‐19 Global Health Pandemic in Early Childhood Education Within Four Countries," Social Inclusion, Cogitatio Press, vol. 10(2), pages 160-171.
    • Handle: RePEc:cog:socinc:v:10:y:2022:i:2:p:160-171
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    Cited by:

    1. Inez Wilson Heenan & Derbhile De Paor & Niamh Lafferty & Patricia Mannix McNamara, 2023. "The Impact of Transformational School Leadership on School Staff and School Culture in Primary Schools—A Systematic Review of International Literature," Societies, MDPI, vol. 13(6), pages 1-27, May.

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