Strengthening early childhood development (ECD) programmes in post- COVID-19 in Zimbabwe

Abstract

This study explored strategies to rebuild and strengthen Zimbabwe’s early childhood development (ECD) programmes in the post-COVID-19 era, focusing on inclusive, resilient, and communitydriven approaches that address systemic inequities. While prior disparities increased the effect of the crisis, the COVID-19 pandemic brought its unique challenges, such as prolonged closure of ECD centres, limited access to resources and strained familial structures. These challenges highlighted vulnerabilities in the nation’s early childhood framework. Bronfenbrenner’s ecological systems theory and resilience theory underpinned the study. The study was conducted in Zimbabwe, incorporating data from ECD school heads and teachers in charge. The interpretivist paradigm and a qualitative approach were used in this study. Moreover, semi-structured interviews, focus group discussions and document analysis were used to collect data in this study. Data were analysed using thematic analysis to establish actionable solutions proposed by participants. Findings revealed the need for recovery and improvement through community support systems, and culturally grounded interventions. Stakeholders emphasised the need for overhauling the ECD programme’s curriculum to align with crisis times, policy reforms, infrastructural development and capacity-building for teachers. This study highlights the urgency of rebuilding Zimbabwe’s ECD programmes, focusing on equity, resilience, and cultural relevance.