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The quality of early childhood development programmes in Harare primary schools in Zimbabwe

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dc.contributor.advisor Chireshe, Regis.
dc.contributor.author Chikutuma, Tendai
dc.date.accessioned 2014-05-28T06:08:25Z
dc.date.available 2014-05-28T06:08:25Z
dc.date.issued 2013-11
dc.date.submitted 2014-05-28
dc.identifier.citation Chikutuma, Tendai (2013) The quality of early childhood development programmes in Harare primary schools in Zimbabwe, University of South Africa, Pretoria, <http://hdl.handle.net/10500/13511> en
dc.identifier.uri http://hdl.handle.net/10500/13511
dc.description.abstract The study sought to establish the quality of Early Childhood Development (ECD) programmes. It was therefore important that the researcher investigates whether the ECD programmes were meeting the expectations of the quality indicators and consequently the holistic needs of ECD children. The qualitative design methodology was used in this study. Self-constructed observation checklists and in-depth interview guides were used. The participants in the study were 10 school heads, 10 ECD teachers and 10 ECD parents, one from each of the ten schools under study from Harare low and high density suburbs. The data were content analysed. The findings of the study revealed that school heads incompetently managed the ECD curriculum. It was also revealed in the study that ECD policies existed in schools but some were not adhered to which impacted negatively on the quality of ECD programmes. Findings of the study also revealed that the components of a quality ECD programme which included; nutrition, health and safety, parental involvement, stakeholder involvement, guidance and counselling in ECD were compromised. The study showed that ECD personnel qualifications were varied. The study also revealed that teaching methods in ECD were all child-centred though some ECD parents and school heads criticised the play-way and child-centred method of teaching. Findings revealed that material, financial and human resources were scarce. It was concluded that the quality of ECD programmes in Harare primary schools was compromised. It was recommended that training of all stakeholders on ECD management and organisation would bring about a better understanding of ECD programmes, mounting staff development workshops on practical skills training in guidance and counselling of ECD children for ECD teachers, school heads and counsellors and, inviting parents as resource persons when teaching certain concepts would improve the quality of ECD programmes. Recommendations for further study were made en
dc.format.extent 1 online resource (xiii, 203 leaves)
dc.language.iso en en
dc.subject Early childhood development en
dc.subject Preschool en
dc.subject Nursery School en
dc.subject Crèche en
dc.subject Early childhood education and care en
dc.subject Primary school en
dc.subject Guidance en
dc.subject Counselling en
dc.subject Nutrition en
dc.subject Health en
dc.subject Safety en
dc.subject Parents en
dc.subject Teachers en
dc.subject School heads en
dc.subject Parents en
dc.subject School Development Committee en
dc.subject Stakeholders en
dc.subject Zimbabwe en
dc.subject.ddc 372.21096891
dc.subject.lcsh Early childhood education -- Zimbabwe -- Harare -- Evaluation
dc.title The quality of early childhood development programmes in Harare primary schools in Zimbabwe en
dc.type Thesis en
dc.description.department Educational Studies en
dc.description.degree D.Ed. (Psychology of Education)


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