Indigenous fundamentals for early childhood development in a shared educational praxis for the 21st century: A pedagogical perspective in a multi-cultural space

Abstract

The research paper aims to examine some perpetual causes of the new social climate change that defile the nuclear and indigenous cultural fundamentals of childhood rearing pattern, and hence, through emancipative engagements and participatory principles, as communal interactions, craft deeper strategies to circumvent toxic elements of brain-wash mentality and cultural deficiency syndrome. The study further lean towards probing the ability, within the restorative environment, that would enable schools, parents and community members to own and democratically take control of the central stage in the construction of knowledge and behavioural pattern that afro-centrically transforms, and shape the distinctiveness of the society, helping people to reflect on their original identity through transformative engagements. Bewildering behaviour is a testament manifesting that children are scarcely taught to be responsible citizens so that they can preach the gospel of humanity to the outside broader society. Such is a challenge in creating healthier child-rearing environment, since there is no longer applicable proverbial taking a village to raise a child, which affect learner belonging and well-being. The community supporting structures are needed to assist children towards functional reactions to stress related needs, such as counselling services, learner welfare and discipline policies. Various governmental and non-governmental structures should provide conflict-resolution initiatives and peer mediation programmes through peer mediation and other related community approved human structures in the forms of heritagemarked days, commemoration and celebration of cultural events.

Key concepts: Community building. Bewildering behaviour. Afrocentricity. Social Change. Child-rearing environment