Stakeholders` Perceptions of the Factors Affecting the Teaching and Learning of Early Childhood Development Learners in Marondera Urban

Abstract

This study aimed at establishing stakeholders’ perceptions of factors affecting the teaching and learning of Early Childhood Development (ECD) children in Marondera Urban, Zimbabwe. The study adopted the case study design to provide a detailed understanding of the views voiced by respondents, who included school heads, ECD teachers, and SDC members who represented the community. Questionnaires were administered on ECD teachers while school heads and SDC members were interviewed. Documents on staffing and enrolment were accessed to substantiate claims made by respondents in questionnaires and interviews. A total population of 156 respondents was of interest to this study. The researchers selected 8 primary school heads, 56 ECD teachers and 10 School Development Committee (SDC) members adding up to 74 sampled respondents selected through random sampling. Some of the major findings were that in some instances, unqualified ECD teachers were being recruited as highlighted by most respondents. Most of school heads provided appropriate supervision and guidance to ECD teachers and this positively affected the teaching and learning. Poor remuneration for ECD teachers was negatively affecting the teaching and learning of ECD learners although in some instances NGOs chipped in with some incentives to motivate the ECD teachers. Since the teacher-pupil ratio was higher than what was expected, coupled with the shortage or resources such as furniture, textbooks, workbooks, and other teaching and learning materials at school, this hindered effective teaching and learning of ECD children. The study recommended that there should be more training to ECD teachers so that they become professional personal in the teaching and learning of ECD children to avoid developmental delays. There should be workshops that have to be held at ECD centres especially on the development of ECD children mostly to the para-professional to gain experience. School heads should continue assessing, monitoring, and supervising their ECD teachers to maintain guidance and for the better development of ECD children.