Challenges and gaps in childrens transition from early childhood development to grade one in Zimbabwe

Abstract

The study focused on challenges and gaps faced by children during the transition period from early childhood development (ECD) to primary education and possible solutions to them. It adopted the qualitative methodological approach through the use of Focus Group Discussions with councillors, education officials, child care workers, chiefs, parents and teachers. Document analysis provided an additional layer of transition practices in the Zimbabwean Ministry of Primary and Secondary Education through the analysis of various circulars, ECD syllabus and the Early Reading Initiative Modules for ECD A and B. Data analysis was done according to emerging themes and descriptive statistics. The study covered two districts of Zimbabwe, namely, Goromonzi and Marondera. Participants were purposively sampled on the basis of characteristics relevant to transitioning of children from early childhood to formal education. Participants included councillors, education officials, child care workers, chiefs, parents and teachers. A total of fifteen schools from each district were randomly selected. Findings from the study showed that participants were not aware of the policy on transition and as such are likely not to follow the demands of the policy when teaching children. It was also very clear from the responses that the participants are aware of the importance of the transitioning period to the child. Lack of qualified teachers and expertise were cited as a challenge by participants. The study also found out that lack of resources (material) is another challenge which affects successful transitions. Participants also cited anxiety and withdrawal, difficulty in working independently and following instructions, difficulty with behaviour regulation (such as the ability to delay gratification) and reluctance or refusal to attend school as challenges. Distance travelled by children posed problems for children. Lack of commitment by some parents in the transition process was also found by the study to be a challenge. Findings also revealed that a number of stakeholders are important for effective transitioning of children which include teachers, parents, community, government through its different ministries, health workers and non-governmental organisations.

Gender-related policy guidelines’ impact on rural female students’ participation in sciences at advanced level

“…Within the requirements of the policy frameworks such as Education Acts 5/1987, 19/1998(s.15), 22/2001, 2004, as amended acknowledge that provide each student has the right to quality education irrespective of one's gender (Chikwiri & Musiyiwa, 2017). These were formulated on the pretext that education was a basic human right; however, Machibaya and Ndamba (2023) reflected that the current gender-related policy regime is an imposition onto the intended benefactors, without a comprehensive consultation basis.…”

Assessing early child development and its association with stunting and schistosome infections in rural Zimbabwean children using the Griffiths Scales of Child Development

“…A study on the challenges faced by children aged 5 years and below conducted in all the provinces of Zimbabwe [34], showed that the majority of children attending ECD classes came from backgrounds fraught with challenges such as hunger, economic hardships, poor mobility of parents, lack of infrastructure and low parental knowledge about the importance of ECD education. Hunger and poor nutrition contribute to stunting and several studies [35,36] have shown a link between stunting and poor child development in low-and middle-income countries.…”

Teacher Competency on Learner Promotion in Embu County Integrated Public Primary Schools, Kenya

“…These are the areas where low participation is normally high and this translates into low transition rates to primary schools. Chikwiri & Musiyiwa, (2017) in their journal article on Challenges and gaps in children's transition from early childhood development to grade one in Zimbabwe noted that lack of appropriately qualified ECD teachers affected transition of learners from ECD to grade one. The government of Zimbabwe committed itself to train ECD teachers at primary teachers colleges so as to fill the gap.…”