Experiences of school heads of early childhood development programmes on children's holistic development in a pandemic context
Loading...
Authors
Chigonda, Greetings Kudakwashe
Issue Date
2024-11
Type
Thesis
Language
en
Keywords
School leadership , Adaptive leadership theory , COVID-19 pandemic , Early childhood development , Remote learning
Alternative Title
Abstract
The COVID-19 pandemic was a sudden and unexpected phenomenon that brought unlimited challenges, especially for school heads of early childhood programmes (ECD). While prior disparities increased the effect of the crisis, the COVID-19 pandemic brought unique challenges for school heads. This interpretive and qualitative study utilised document analysis, semi-structured interviews and focus group interviews to gain insights into the challenges encountered and strategies employed in supporting children’s holistic development. Data were collected from six school heads and six teachers in charge who were purposively sampled in Chitungwiza District, Zimbabwe.
The study revealed that the early childhood sector in Zimbabwe has not incorporated remote teaching and learning. Also, the contexts under which school heads operated were characterised by numerous deprivations, such as insufficient technological materials and infrastructure, rapidly changing information, addressing children’s diverse needs and parents being co-opted into the teacher’s role. However, despite the challenges school heads faced, they traversed leadership and management spaces from crisis, agile and adaptive management and leadership styles by implementing various strategies to sustain children’s holistic development. The strategies included producing age-appropriate activity booklets and integrating the social media platform WhatsApp as a remote teaching strategy. Communication, adaptability and flexibility emerged as vital leadership attributes for supporting children’s holistic development. The study contributes to the ongoing discussion on adaptive leadership in education. It provides concrete evidence for school heads, teachers and policymakers seeking to promote sustainable Early Childhood Development programmes in adverse situations. This study fosters the development of a framework to transition early childhood development into adaptive and agile spaces for effective teaching and learning practices using information communication technologies.