The quality of early childhood development programmes in Harare primary schools in Zimbabwe
Loading...
Authors
Chikutuma, Tendai
Issue Date
2013-11
Type
Thesis
Language
en
Keywords
Early childhood development , Preschool , Nursery School , Crèche , Early childhood education and care , Primary school , Guidance , Counselling , Nutrition , Health , Safety , Parents , Teachers , School heads , Parents , School Development Committee , Stakeholders , Zimbabwe
Alternative Title
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
Description
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>