Early Childhood Teaching and Learning in Zimbabwe – A Critical Analysis

Abstract

The main aim of this article was to critically examine Early Childhood Education (ECD) teaching and learning provision in Zimbabwe, with the challenges and successes thereof. The approaches and focus of early learning education and provision during the three different epochs of Zimbabwe’s history, which are pre-colonial, colonial, and post-colonial were analysed. The study used a qualitative research methodology based on document analysis and further employed historical research design to obtain data on the evolution of Early Childhood Education in Zimbabwe. The challenges and success of post-independence Early Childhood Education were presented and recommendations were given.