Early Childhood Development Practitioners Training Institute

· "Promoting child health and development through a comprehensive early childhood Development center and community initiative."

· "To create a thriving early childhood Development centre through development of jobs, education, and cultural pride."

· "To develop a safe and healthy neighborhood through collaborative planning, community action, and policy advocacy."

· "Promoting community health, education, and development by connecting people, ideas and resources."

· Thus our slogan:’ Reach, teach and build a child today”.

Goal: To improve the functioning of employees in the workplace in the following areas: professionalism, personal interactions, creativity, productivity, and motivation. Our main focus is job creation and poverty alleviation.

Background

Need for the project:

Theme: The focus is on employees re-energizing themselves and in turn re-energizing the schools and daycare campuses... As part of this, Edu-Build Institute brings a high energy or “spark” to employees by making these sessions fun, personally enriching, empowering, and energetic thus allowing participants to enjoy the process, but also to internalize this “spark” and incorporate it into the organization.

Strategy: We envision these training sessions as a two-tier approach.

1. Tier One: Mrs. Foster has been working with NQF Level 4 students. The goal of this is self-exploration, exploration of the organizational system, and developing individuals’ personal self-differentiation in ECD. Our intention and objective thus is to provide an integrated educational foundation phase program derived from the National Program of the Department of Education, which is developmentally appropriate. An emotional systems approach to human behavior understands that most of the problems in individual functioning (whether in the family, workplace, community etc.…) are merely symptoms of an underlying emotional process which undermines the individual’s capacity to self-regulate. Self-Differentiation works like a broad spectrum antibiotic which lowers the toxicity of the emotional environment which produces the behavioral symptoms in the first place. The extent to which employees can adopt a systems perspective will increase their capacity for self-differentiation which, in turn, automatically translates into better functioning at home, in the workplace and broader community.

2. Tier Two: In order to integrate an Emotional Systems’ perspective into the daily functioning of the organization, it was highly recommended that there be continuity,

Our belief is that individuals are more receptive and open to change when the prospect of learning something new deals with their own personal development.

The approach is intended to be “subversive.” It is directed toward their own “self-fulfillment” as this is a greater motivator than is something akin to “becoming a better practitioner.” It is subversive, in that, any improvement in the participant’s capacity for self-differentiation in their personal lives will automatically translate into the workplace because the “laws” of emotional systems are identical for all organizational systems, whether family, workplace, or social. As training progresses the focus was shifted to expand the application of principals to the work environment. That was, participants began to see the parallel functioning of their personal lives and their functioning in the schools.

Training Modules: The above outcomes were achieved through the following training regimen. Workshops were and still are both content rich, practical and motivational. The goal is for learning to be fun.

1. Emotional Systems’ Component (Tier One): The broadest systemic effects occur when the students focus and work on their own self-differentiation.

2. Eight hour training sessions per week for 12 months on Early Childhood Development theory and practice. (Total of 1400 hours; group size unlimited)

3. Coaching Component ( Tier Two): Provided training is favorably disposed to what has been accomplished to this point: Periodic “coaching” sessions (i.e. once every month and then once every quarter) was reinforced and expanded student’s ongoing effort at self-differentiation with its attendant improvement in personal functioning and coaching Principals in coaching their practitioners.

Measurable Outcomes: To the extent that employees learn to think systematically about their own functioning and in turn improve their own capacity for self-differentiation, their functioning in the workplace altered the “emotional field” of the organization resulting in improved functioning in others, even those who have not participated in the workshops.

Objective tool to measure improvement, leadership was able to subjectively evaluate results: Overall improvement in employees’ functioning which included and not limited to the following:

· less automatic reactivity, less anxiousness (these two are responsible for most of the symptoms noted in the goals above)
· better communication, more professionalism
· improved interactions with others
· increased productivity
· decreased absenteeism,
· decreased physical illness
· improved leadership,
· And an increase in motivation.

The nine provinces are:

Mission Statement

· "Promoting child health and development through a comprehensive early childhood Development center and community initiative."

· "To create a thriving early childhood Development center through development of jobs, education, and cultural pride."

· "To develop a safe and healthy neighborhood through collaborative planning, community action, and policy advocacy."

· "Promoting community health, education, and development by connecting people, ideas and resources."

· Thus our slogan:’ Reach, teach and build a child today”.

We currently have 48 training campuses and would love to have you join us not only in learning how to become better at Early Childhood Development but more importantly getting you qualified for the vast array of opportunities available throughout the African Continent and also how you can set up and run your very own Day Cay Centre.

Details for Early Childhood Development courses at the ECD Campus Nationwide.

Early Childhood Development Practitioners Training:

We have the solution for today's demanding world in educating and raising a child through our certified ECD Courses!!

Enrol at the ECD Campus of your choice for Early Childhood Development Practitioner Training and ensure that you are well equipped for parenting and the job market.
Now it is EASY to Upgrade your current ECD qualification.

The ECD Campus is one of the first training centres to offer Early Childhood Development Practitioners training courses registered with SAQA. Learners obtaining our qualifications will be equipped with the best relevant skills to teach children from birth to grade R (reception year).

Full time courses, In-Service training programmes for un- or under qualified pre-primary schoolteachers and Learners will acquire recognised SAQA qualifications up to Diploma level.

ECD is located at a suburb or city near you for your convenience.

Many opportunities for employment at ECD centres and Pre-schools exist throughout the African continent.
Enquiries:
ECD Campus:
Your Friendly Facilitators and Partners.
Donald 082 796 2871
Preeneda 084 250 1962

E-Mail: [email protected]