Exploring Adoption of Inclusive Home-Based Early Childhood Development and Learning in Marginalised Rural Communities in Zimbabwe

Abstract

Zimbabwe adopted a policy for compulsory enrolment of 3 to 5 year-olds in ECD 'A' and 'B' grades in primary schools. However, some eligible children are not attending these classes for reasons which include poverty, disability and lack of special education needs constituting marginalisation. The current study sought to evaluate community knowledge about inclusive home-based Early Childhood Development programmes, assess rural communities' attitudes towards the establishment of inclusive home-based ECD programmes and identify practices that can be used to sustain inclusive home-based ECD programmes in selected rural communities in Zaka and Bikita districts in Masvingo province. Data were collected from 60 purposively sampled participants comprising 30 parents of children without known disabilities, 12 caregivers, six (6) ECD teachers, and 12 parents of children living with disabilities. Data were analysed through thematic content analysis. Findings showed that parents support the establishment of inclusive home-based ECD centres to increase access and promote inclusion of children with disabilities and that parents have the will and capacity to implement and sustain the centres. However, it was also apparent that communities need capacity building on how to manage the centres. The research recommends the establishment of centres that are managed by parents and supervised by ECD experts in local primary schools in the marginalised areas. These centres need to be monitored and evaluated for standardisation. This model has the capacity to increase access to ECD opportunities for children in marginalised areas and needs to be prioritised.