Impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural pre-schools

Abstract

ABSTRACTThe purpose of this study was to investigate impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania, issues and experiences encountered by teachers in the enactment of the preschool education curriculum and their pedagogy in a Tanzanian context. This study was informed by sociocultural persectives which were used as lenses for framing the study, data analysis, interpretation of findings, and drawing conclusions. This study adopted an interpretive perspective. It took a case study approach to investigate participants’ views on the enactment of the Tanzanian preschool education curriculum from 28 participants. Data was generated through interviews, classroom observation, focus group discussion, documentary review, and informal conversations. The findings indicated that there was a mismatch between the intended preschool education curriculum and the attained curriculum in the field. Ineffective enactment of curriculum and pedagogy in the field was influenced by several factors, such as: policy issues, a power imbalance between local and national levels, political will, and African cultural and traditional beliefs in relation to early year's education. The study recommended that for the better enactment of preschool education curriculum and pedagogical practice, there is a need for the government to prioritise in early education. Government policy makers should identify corrective measures to take in order to achieve the intended quality early childhood education and care.