Original Research

Quality Visual Drop-in centres as a community response

Sithabile Ntombela
South African Journal of Childhood Education | Vol 1, No 2 | a92 | DOI: https://doi.org/10.4102/sajce.v1i2.92 | © 2011 Sithabile Ntombela | This work is licensed under CC Attribution 4.0
Submitted: 29 May 2014 | Published: 31 December 2011

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Sithabile Ntombela, University of KwaZulu-Natal

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School going children have a broad range of needs at any given point in time. If these needs are not met, they may experience barriers to learning and development, which can result in the breakdown of the learning process or even total exclusion. Barriers to learning and development affect learners differently, but nothing threatens their development and quality of life in the same way as the impact of the HIV/AIDS pandemic. Young children, because of their dependence on others, are likely to suffer developmental, educational, emotional and physical setbacks, due to the impact of the pandemic. For many, the impact is so great that their access to schooling is threatened as they (and their siblings) struggle to survive. This article discusses literature on how HIV/AIDS intensifies poverty, while in the process marginalising affected and infected children; and it is also concerned with how communities can respond to the needs of these vulnerable children. Particular attention is paid to dropin centres as a sustainable response to the challenges young children face in KwaZulu- Natal. The article concludes that the drop-in centre scheme is a desirable model of care as it employs an environmentally friendly approach that relies on inter-sectoral collaboration to provide care and support for children in need.


drop-in centre, HIV/AIDS, orphans and vulnerable children, community,


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