<![CDATA[Early childhood education (ECD) policy in Zimbabwe promotes child-centred, play-based, and developmentally appropriate learning; however, a persistent gap between policy intent and classroom practice remains, particularly in resource-constrained settings. This study examined how ECD teachers in Mashonaland West Province, Zimbabwe, interpret and enact theory-informed curriculum, pedagogy, and assessment practices under conditions of limited resources. Guided by constructivist, sociocultural, and developmental perspectives, the study employed a qualitative case study design. Six early childhood teachers from three schools participated in face-to-face semi-structured interviews and classroom observations. Data were analysed thematically using Braun and Clarke's six-phase framework, with comparison across participants, schools, and data sources supporting interpretation. Four themes emerged: curriculum alignment with theoretical principles, pedagogical enactment of child-centred learning, assessment practices, and systemic barriers. Although teachers valued child-centred and developmentally appropriate practice, large class sizes, limited teaching and learning materials, insufficient professional development, and sociocultural expectations collectively encouraged teacher-directed instruction and summative assessment. The findings reveal that the theory-practice gap reflects not merely teacher knowledge but the interaction of policy expectations, material conditions, professional preparation, and local beliefs about appropriate teaching. The study contributes a context-responsive framework connecting teacher development, low-cost play-based strategies, practical formative assessment, and community engagement to strengthen holistic child development in under-resourced settings. These findings may inform comparable ECD systems facing similar implementation pressures.]]>
