Research indicates that while children from better-off homes make good progress following Grade R, children from poor households do not, and the gap between these two groups widens with age.
“What counts in life is not the mere fact that we have lived. It is what difference we have made to the lives of others that will determine the significance of the life we lead.”- Nelson Mandela According to the Nelson Mandela Foundation, Mandela Day is a global call to action for citizens of the […]
Two thirds of children under 6 in South Africa are still not receiving the crucial services they need during the most important period of their development. This is according to the South African Early Childhood Review – a first of its kind in South Africa annual publication providing data, analysis and commentary on over 40 […]
There has been much public discourse this year about how we, as South Africans, relate to each other. Our sense, at DGMT and from our interaction in civil society, is that more and more people see the urgency of finding ways of relating and want to start doing things to bring about greater equality and […]
Ilifa Labantwana released the third issue of their Ilifa Insights magazine this week. In this issue the relationship between the parent – or the primary caregiver – and the child is explored. Neuroscientist Barak Morgan explains the effects of an adverse external environment on the architecture of the brain, and the impact of interventions on caregivers’ brains, and […]
The recently launched Social Franchising for Early Childhood Development (ECD) project (being spearheaded by DGMT and other donors) aims to reach large numbers of children by a) increasing access to early learning opportunities through informal playgroups, and b) improving the quality of existing early learning provision by training and supporting unregistered child-minders at municipal level. This will be supported by a […]
Historically, the purpose and importance of mathematics learning in the early years has not been properly understood or valued in South Africa. This is in part because there is not a general understanding of how mathematical ideas and skills are developed between birth and five years, nor of how best to approach the teaching and […]