ERIC Number: EJ1264253
Record Type: Journal
Publication Date: 2020
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2560-5313
EISSN: N/A
Available Date: N/A
A Study of Early Childhood Development Teachers' Experiences in Zimbabwe: Implications to Early Intervention and Special Education
Nyarambi, Arnold; Ntuli, Esther
Open Journal for Educational Research, v4 n1 p49-66 2020
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.
Descriptors: Early Childhood Teachers, Teaching Experience, Foreign Countries, Early Intervention, Special Education, Teacher Attitudes, Young Children, Developmental Delays, Students with Disabilities, Access to Education, Program Effectiveness, Developmentally Appropriate Practices, Educational Resources, Faculty Development, Knowledge Level, Parent Participation
Center for Open Access in Science. Vojvode Vlahovica 57c, Belgrade, Serbia 11000. e-mail: ojer@centerprode.com; Web site: http://centerprode.com/ojer.html
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zimbabwe
Grant or Contract Numbers: N/A
Author Affiliations: N/A