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Improving curriculum and teaching methods to influence policy and increase the quality of ECDE provision for children with disabilities in Malawi.

改进课程和教学方法，以影响政策并提高为马拉维残疾儿童提供幼儿教育和教育的质量。

基本信息

批准号：
ES/M005453/1
负责人：
Paul Lynch
金额：
$ 55.82万
依托单位：
University of Birmingham
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2015
资助国家：
英国
起止时间：
2015 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FM005453%2F1
关键词：
Improving curriculum teaching methods influence

项目摘要

The University of Birmingham (UoB) and Sightsavers International have invited researchers and academics from leading institutions working in the areas of early childhood development and education (ECDE) and special educational needs and disability (SEND), educational psychology, applied anthropology, and epidemiology in Malawi, the UK and the USA to co-design and conduct an innovative three-year study. This study will provide the ESRC, DfID, the Malawi Government and its partners in education with a better understanding of the complex dynamics that can enable or inhibit quality ECDE for CWDs. The Malawi Government has prioritised ECDE as part of its Growth and Development Strategy II (2012-16) to increase equity of access and improve the quality of early childhood services which are currently reaching just over one third of children aged three to five years. This research programme, which aims to address the widespread need for equitable and quality ECDE services in Malawi, will establish advanced level collaboration between UoB - a research institution specialising in the education of children with disabilities (CWDs) - and Sightsavers, a UK-based charity that supports the educational inclusion of CWDs in sub-Saharan Africa and South Asia. They will collaborate with the University of Malawi (Chancellor College), Arizona State University, and a UK-based research organisation specialising in applied anthropology in global health research (Anthrologica). Non-academic stakeholders will include the Malawi Ministry of Gender, Children and Social Welfare (MoGCSW) and the Ministry of Education, Science and Technology (MoEST), Save the Children, and the Association of Early Childhood Development in Malawi (AECDM), the main agency responsible for the delivery of ECDE training to all caregivers in Malawi. The research questions and mixed method study design were developed in consultation with the partners, and will be further refined at the study outset during an inception workshop. A study group will be formed of representatives from a wide range of governmental, academic and non-governmental stakeholders, including people with disabilities, who will guide and oversee the implementation of the activities. The study will be subject to ethical approval at the Universities of Birmingham and Malawi, and will adhere to best practice in acquiring informed consent from all participants. The research will be based on a socio-cultural model that situates learning within a cultural context in which family, peers and schooling are regarded as key in responding to children with early developmental delays and disabilities in rural settings. We will focus on daily family routines of families with CWDs to identify ways of understanding the whole family ecology and how it intersects with the community and its institutions. Further, we will explore how community-based childcare centres (CBCCs) can provide 'institutional' support to help meet family goals that support their children, and try to reduce stress levels which are often high in these families, particularly for the main carer. We will design and implement a community participation framework which will provide CBCC caregivers with the required skills and knowledge to adapt their own teaching practices to help develop children's skills (e.g. language and communication; self-help; cognitive; fine motor; gross motor; social; and emotional) in sustainable ways. The team will disseminate study outputs through existing networks and partnerships at local and international levels, and investigate opportunities to extend and deepen those connections on the basis of this work.

伯明翰大学 (UoB) 和 Sightsavers International 邀请了来自马拉维、英国和美国的儿童早期发展和教育 (ECDE) 以及特殊教育需求和残疾 (SEND)、教育心理学、应用人类学和流行病学领域领先机构的研究人员和学者，共同设计和开展一项为期三年的创新研究。这项研究将使 ESRC、DfID、马拉维政府及其教育合作伙伴更好地了解能够促进或抑制 CWD 高质量 ECDE 的复杂动态。马拉维政府已将幼儿早期教育作为其第二个增长和发展战略（2012-16）的一部分，以增加获得公平性并提高幼儿服务的质量，目前这些服务覆盖了三分之一以上的三至五岁儿童。该研究计划旨在满足马拉维对公平和优质幼儿教育和发展服务的广泛需求，将在专门从事残疾儿童 (CWD) 教育的研究机构 UoB 和英国慈善机构 Sightsavers 之间建立高级合作关系，Sightsavers 是一家支持撒哈拉以南非洲和南亚地区残疾儿童教育包容性的慈善机构。他们将与马拉维大学（校长学院）、亚利桑那州立大学和一家专门从事全球健康研究应用人类学的英国研究组织（Anthrologica）合作。非学术利益相关者将包括马拉维性别、儿童和社会福利部 (MoGCSW) 和教育、科学和技术部 (MoEST)、救助儿童会以及马拉维儿童早期发展协会 (AECDM)，该协会是负责向马拉维所有护理人员提供 ECDE 培训的主要机构。研究问题和混合方法研究设计是与合作伙伴协商制定的，并将在研究开始时在启动研讨会上进一步完善。研究小组将由来自广泛的政府、学术界和非政府利益攸关方（包括残疾人）的代表组成，他们将指导和监督活动的实施。该研究将获得伯明翰大学和马拉维大学的伦理批准，并将遵循获得所有参与者知情同意的最佳实践。该研究将基于一种社会文化模型，该模型将学习置于一种文化背景下，在这种文化背景下，家庭、同伴和学校教育被视为应对农村地区早期发育迟缓和残疾儿童的关键。我们将重点关注患有慢性疾病的家庭的日常生活，以找出了解整个家庭生态及其与社区及其机构如何交叉的方法。此外，我们将探讨社区儿童保育中心 (CBCC) 如何提供“机构”支持，以帮助实现支持孩子的家庭目标，并努力减轻这些家庭（尤其是主要照顾者）通常承受的较高压力水平。我们将设计和实施一个社区参与框架，为 CBCC 护理人员提供所需的技能和知识，以适应他们自己的教学实践，以可持续的方式帮助培养儿童技能（例如语言和沟通、自助、认知、精细运动、粗大运动、社交和情感）。该团队将通过地方和国际层面的现有网络和伙伴关系传播研究成果，并在这项工作的基础上调查扩大和深化这些联系的机会。

项目成果

期刊论文数量（7）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Measuring the impact of a training intervention for early childhood centre staff on child development outcomes: Findings from a cluster randomized control field trial in rural Malawi.

DOI：
10.1111/cch.12981
发表时间：
2022-09
期刊：
CHILD CARE HEALTH AND DEVELOPMENT
影响因子：
1.9
作者：
Jolley, Emma;Bechange, Stevens;Mankhwazi, Mika;Ngwira, Jenipher Mbukwa;Murphy, Rachel;Schmidt, Elena;Lynch, Paul
通讯作者：
Lynch, Paul

The capacity of community-based participatory research in relation to disability and the SDGs

与残疾和可持续发展目标相关的基于社区的参与性研究的能力