Abstract:
Leadership plays a central role in improving and sustaining quality in Early Childhood
Development (ECD) settings in the South African context. This article explored the leadership of
the Inclusive Education Policy (IEP) and the challenges experienced by ECD centre managers and
teachers. Children with disabilities are most vulnerable, marginalised, and denied access to early
education, especially in rural communities. Grounded in Bronfenbrenner’s ecosystems theory, the
study adopted a qualitative approach. The participants included three centre managers and three
teachers from Early Childhood Development centres in the Eastern Cape, South Africa. The findings
revealed that most participants had minimal knowledge and understanding of the policy and its
implementation. There was also a lack of leadership from the policymakers to ensure that the IEP
was monitored, supported, and implemented. Our recommendations are that all ECD practitioners
receive appropriate training and development on the policy, ongoing support and guidance in
implementing the policy, and proper resources for their centres and playrooms (financial, physical,
and human resources).
