Document Type
Article
Publication Date
1-1-2020
Description
This study examined Early Childhood Development (ECD) teachers’ perceptions of ECD programs regarding benefits and opportunities for early intervention. Research indicates that young children with developmental delays and disabilities demonstrate better progress when intervention is offered early and in inclusive classrooms. A mixed method design was used to collect data from a purposeful sample of 81 ECD teachers in Chipinge district, in Zimbabwe. Both descriptive and regression analysis methods were used for data analysis. Findings indicated that there was a general lack of in-depth knowledge, and most teachers did not follow developmentally appropriate curriculum. Threats and challenges included: lack of knowledge and assessments to diagnose developmental delays, disabilities, as well as lack of developmentally and culturally relevant teaching materials. Regression analysis indicated that age, experience, location, and training are important variables explaining perceived benefits of ECD. This study offers research-based ways to address challenges and threats to effective ECD programs.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Citation Information
Nyarambi, Arnold; and Ntuli, Esther. 2020. A Study of Early Childhood Development Teachers’ Experiences in Zimbabwe: Implications to Early Intervention and Special Education. Open Journal of Research in Education. https://www.centerprode.com/ojer/ojer0401/coas.ojer.0401.04049n.pdf
Copyright Statement
This document was originally available in the Open Journal of Research in Education.