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2020 - Volume 4 - Number 1

A Study of Early Childhood Development Teachers’ Experiences in Zimbabwe: Implications to Early Intervention and Special Education

Arnold Nyarambi * anyarambi@gmail.com * ORCID: 0000-0001-9638-4210
East Tennessee State University, Clemmer College of Education, Johnson City, UNITED STATES

Esther Ntuli * ntulesth@isu.edu * ORCID: 0000-0002-8080-8768
Idaho State University, College of Education, Pocatello, UNITED STATES

Open Journal for Educational Research, 2020, 4(1), 49-66 * https://doi.org/10.32591/coas.ojer.0401.04049n
Received: 3 March 2020 ▪ Accepted: 25 May 2020 ▪ Published Online: 30 June 2020

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

ABSTRACT:
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.

KEY WORDS: early childhood development, early intervention, exceptionalities, Zimbabwe.

CORRESPONDING AUTHOR:
Arnold Nyarambi, East Tennessee State University,  College of Education, Educational Foundations & Special Education, Johnson City, UNITED STATES. E-mail: anyarambi@gmail.com.

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