Chikutuma and Mapolisa
Greener Journal of Educational Research Vol. 3 (2), pp. 059-063, April 2013
Manuscript Number: 012913414
An Investigation into the Rationale, Clarity of Policies and Timeliness of the Inclusion of the Early Childhood Development (ECD) Programmes in Gweru Urban and Peri-Urban Primary Schools in Zimbabwe
1Tendai Chikutuma and 2Tichaona Mapolisa
1Belvedere Technical Teachers’ College P.O.Box BE 100 Harare, Zimbabwe.
2Zimbabwe Open University P.O.Box MP1119 Mount Pleasant Harare, Zimbabwe.
Corresponding Author’s Email: tchikutuma @ gmail. com
The paper discusses the
experiences of the authors of the research conducted in
Gweru urban and peri-urban primary schools. The objective
was to investigate the rationale, clarity of policy and
timeliness of inclusion of the four to five year olds in the
formal schools. The study was conducted in five Gweru urban
and peri-urban primary schools. Five school heads, 10
parents and 20 Early Childhood Development (ECD) teachers
were purposely sampled. Data were collected using
interviews, observations and checklists of the
appropriateness of the outdoor and indoor play equipment.
Findings showed that there is indeed need to include this
age group in the public schools because this makes education
accessible to all. The inclusion of four to five year olds
in primary schools was not timely because the learners were
learning and habituating in unsatisfactory infrastructure
and generally the schools were unprepared for them in terms
of personnel and play equipment. Since the study justified
the need for ECD in the schools, it is however, recommended
that a more appropriate environment be sought. It also
recommended the need to staff develop ECD teachers and
supervisors so that they would become craft literate and
craft competent, enough to enable them effectively
interpret, implement, monitor and evaluate ECD programmes
Keywords: Policies, Timeliness, Early Childhood Development (ECD), Early Childhood Development (ECD) programmes.
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