Abstract:

This article houses findings of a study that uncovered the provision of early childhood education (ECE) in government schools with a bias towards learners with special education needs. It focused on challenges faced by teachers in providing educational services to children with special education needs at the early childhood education level in the targeted government schools. The rationale of the study was to solicit trends-in-practice among ECE teachers through their stories, thus partly help other teachers who shall read findings of this study tap into their engagements with ECE learners; and partly nurture children’s development in a right way in early years. Qualitative methodology was used because it allowed for in-depth realities faced in 5 schools in Chipata. The study employed a descriptive research method for two years from 2016 to 2017, comprising five primary schools in Chipata District, Zambia, were conveniently sampled for the study. Interviews, focus group discussions, and questionnaires were used to collect data, which was analysed qualitatively. The study revealed challenges that are quite universal for teaching early childhood education learners. Teachers in this study expressed the need for reduced class sizes, adequate learning and teaching materials, teacher extrinsic motivation, additional support services from the government, and an accommodative curriculum. The study further revealed that early childhood education centres in government schools in Zambia at large have poor learning environments specially to support the learners with special education needs. The study showed that collaboration between early childhood education teachers and parents is necessary for the wellbeing of their children. The study recommends that the government should invest in infrastructure development for ECE centres; and that schools should purchase appropriate learning and teaching materials and stock ECE centres.

References:

[1] United Nations Education, Scientific and Cultural Organization (UNESCO) (2010). The World Conference in Early Childhood Care and Education Building the Health of Nations. Paris: UNESCO.

[2] Tuntufye, S.M. (2014). Early Childhood Education in Africa. Mediterranean Journal of Science, Roma: MCSER publishing.

[3] Richter, L.M., Daelmans, B., Lombardi, J., Heymann, J., Boo, F. L., Behrman, J. R., Dua, T. (2016). Investing in the foundation of sustainable development: Pathways to scale up for early childhood development. The lancet.

[4] Mwanza-Kabaghe, S. (2015). Preschool, Executive functions, and Oral Language as Predictors of Literacy and Numeracy skills in First Grade. Ph.D. Thesis: Unpublished. University of Zambia.

[5] Mulunda, T.M. (2017). Provision of early childhood education to children with special educational needs in selected inclusive primary schools of Kabwe District, Zambia. Master of Education in Special Education dissertation, University of Zambia (Unpublished).

[6] MESVTEE (2013). Early Childhood Education National Policy (draft). Lusaka: MESVTEE.

[7] Matafwali, B. and Zingel, M. (2017). Early childhood development program for children affected by HIV and AIDS in rural Zambia. A report on the Program of Episcopal Relief & Development and Zambia Anglican Council Outreach Programmes (ZACOP).

[8] Matafwali, B. and Munsaka, E. (2011). An evaluation of community-based early childhood Programmes in Zambia: A case of four selected districts. Journal of Early Childhood Development, 5, 109-131.

[9] UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.

[10] Banda, S., Mpolomoka, D.L., Mbono, D. and Sampa, R.L. (2017). Use of questions in qualitative research: How questions guided our study, International Journal of Development Research, 7, (12).

[11] Farrant, J.S. (1980). Principles and practices of education. London: Longman.

[12] Clark, R.M. (2015). Childhood Education in society (2^nd Edition). London: Learning matters cetre.

[13] Wesley, W.P. and Buysee, V. (2005). Consultation in Early Childhood Settings. Baltimore: PH Brookes.

[14] Lungu, S. and Matafwali, B. (2020). Play based learning in early childhood education (ECE) centres in Zambia: A teacher perspective. European Journal of Education Studies, 7(12), 356-369.

[15] UNESCO (2016). Education for people and planet: Creating sustainable futures for all, Global Education Monitoring Report. UNESCO: Paris.

[16] UNICEF (2018). Learning through play: Strengthening learning through play in early childhood education programmes. New York: UNICEF.

[17] United Nations Children’s Fund (2019). A World Ready to Learn: Prioritizing quality early childhood education. New York: UNICEF.

[18] Chikopela, R., Chitundu, D. and Mpolomoka, D.L. (2020). Perceptions on Teachers in Commuter Marriages. Chalimbana University Multidisciplinary Journal of Research, 1(2)80-87.

[19] Mabenga, M.M. and Mpolomoka, D.L. (2017). Critical factors in early childhood education: policy and practice. Palgo Journal of Education Research, 5(4), 292-297.

[20] United Nations Educational, Scientific and Cultural Organization UNESCO (2006). Education for all. Global Monitoring Report Strong Foundation. Early childhood Care and Education. Paris: UNESCO.

[21] Zuilkowski, S. S., Fink, G., Moucheraud, C. and Matafwali, B. (2012). Early childhood education, child development and school readiness: Evidence from Zambia. South African Journal of Childhood Education, 2(2), 20.

[22] Fink, G., Matafwali, B., Moucheraud, C., Simmons-Zuilkowski, S. (2012). The Zambian Early Childhood Development Project: Round I Final Report. Cambridge: Harvard Center on the Developing Child.

[23] Fink, G., Zuilkowski. S.S, Matafwali, B. (2011). The Zambian Early Childhood Development Project: Round I Final Report. Cambridge, MA: Harvard Center on the Developing Child.

[24] Steven, B.S. (2001). Teaching Children in Elementary Courses and Schools. London: Longman.