Challenges of using evidence-based practices to inform successful early childhood development interventions

Evidence-based practices (EBPs) to education policy-decisions have huge potential for improving education outcomes and designing impactful interventions. However, very little attention has been given to the contents of Early Childhood Development (ECD) education programmes, particularly in South African ECD centres. Despite critical efforts to design interventions that are aimed at improving the ECD sector, much still needs to be done in terms of using EBPs to inform effective interventions in the ECD practice. The objective of this study is to identify and discuss the challenges of using evidence-based practices in ECD interventions and centres. To achieve the objectives of the study, a desktop research approach is used that relied heavily on a robust literature study and the review of key official documents such as reports on ECD literature. The main findings of this study concerning challenges of using EPBs include the lack of availability of resources and time, failure to access research-based information, and lack of knowledge on how to obtain the evidence. To deal with these problems challenges the study recommends a number of practical strategies. These include promoting replication of research in the ECD sector, the establishment of a centralised research data repository, and investing in M&E and EBPs practices.