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.