Early Childhood Development and Education in Sierra Leone: Constraints and Possibilities

Abstract

The importance of early childhood education as the process for building strong foundation for children’s further learning has been supported by scientific research. Currently, countries in Africa are incorporating early childhood development and education into their country development and policy plans. This study explored the post-war early childhood development through a critical ethnographic case study in order to identify and critically analyse the facilitators and barriers to early childhood development and education in Sierra Leone. A Bourdieuian theorization and analysis identified three main themes namely: Childhood Narratives, Values and Education and The Future. The themes contextualize the realities of childhood on the ground in Sierra Leone, revealing that despite how much children are valued they are rarely protected from the hardships of daily life.    The study exposes the kind of structural constraints children, teachers, and families experience but at the same time, possibilities can be found in the form of agency, social action, and global as well as local educational initiatives for the advancement of early childhood education. Based on these findings, the study provides theoretical, policy and practical recommendations to bring about immediate transformation in early childhood development and education in this country.