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Please use this identifier to cite or link to this item: lis.zou.ac.zw:8080/dspace /handle/0/357

Title: A Critical analysis of factors that inhibit the effective implementation of Early Childhood Development programme in Mutare District- Zimbabwe
Authors: Chiparange, Getrude Vongai
Issue Date: 2016
Abstract: The purpose of this qualitative case study was to critically identify and analyse challenges faced by Early Childhood Development (ECD) teachers in Mutare District Schools during the instruction process. The overarching research question that guided the study was: How do teachers who succeed in providing instruction to ECD students overcome the challenges related to the expected standards for implementation of the ECD Curriculum? The constructivist and interpretivists approaches were the two philosophies that directed this study. I employed the purposive sampling technique to select fifty-seven (57) participants from the ECD user-systems. The major findings from this study supported the conclusions drawn from the six themes and subthemes that emerged from the participants. Analysis and presentation of data were done through the six themes that emerged from the specific research questions. To improve the trustworthiness of the results of this study, there was triangulation of sources of data. The results of this study showed that in Mutare district there was great shortage of human and material resources in most ECD centres. There was need for the MOPSE to in-service teachers/para-professional teachers to have a coordinated plan for the training of para-professionals to ensure an even platform for students on their entry into formal education. The study recommended that schools should staff develop teachers particularly on how to overcome challenges experienced by ECD user-systems in their centres.
License: http://www.oceandocs.org/license
URI: lis.zou.ac.zw:8080/dspace /handle/0/357
Appears in Collections:Master of Philosophy (M.Phil) and Doctor of Philosophy (D.Phil)Theses

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