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All Journal Edukasiana: Jurnal Inovasi Pendidikan Journal of Innovation and Research in Primary Education Eureka: Journal of Educational Research
Manzunzu, Nomatter
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Factors influencing early childhood development learners’ langauage literacy development: Teachers’ perspective in Zvishavane District Mutandagai, Esnath Virginia; Manzunzu, Nomatter; Maera, Joyce
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 3 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i3.759

Abstract

The research study focused on exploring factors influencing ECD learners’ language literacy development from the teachers’ perspective in Zvishavane district. The research study used interpretive paradigm because it believes everything is based on experience. Six ECD teachers of these two were Teachers- in- charge were purposively sampled. Data were generated using interviews and observation. Data were presented in narratives and analysed in themes. Findings from the research indicated that all the respondents gained knowledge on ECD learners’ literacy development through immense training. The perspectives of teachers vary among individuals, however, views expressed by the participants had a connotation of negativity and lack of provisions for the implementation of literacy tasks to ECD learners. It was also observed and confirmed that all visited schools lack provisions such as textbooks and infrastructure that is meant to develop ECD learners’ literacy development. The only observable provisions in visited classrooms were wall charts, reading cards and improvised libraries which as a result inspire boredom to ECD learners since there is nothing interesting to them. The study concludes that there is a great influence on environmental factors since they impel literacy development in ECD learners. The research recommends further studies on literacy development with ECD learners in a different town or community as this might not be affecting one district only.  The research study can redirect teachers to approach literacy development in a more positive and robust way.
Challenges experienced by primary caregivers in managing temper tantrums of infants and toddlers in Harare East daycare centres Muzembe, Hannah Perpetua; Manzunzu, Nomatter
Journal of Innovation and Research in Primary Education Vol. 4 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i1.917

Abstract

This study focuses on the challenges experienced by caregivers in managing temper tantrums. The study was motivated by the constant quest for Early Childhood Development in Zimbabwe which is facing a plethora temper tantrum managing challenges. It is against this backdrop that this study x-rayed the caregivers’ understanding and challenges faced thereof in managing temper tantrums in day care centres in Epworth, Mabvuku and Tafara (EPMAFARA) district in Harare Province. The study was guided by the constructivist paradigm backed up by the Bio-Ecological theory under the qualitative approach to research. A case study design was used, drawing on five day care centres which were purposively sampled, to provide rich data. Caregivers’ experiences were tracked via in-depth interviews, class observations and document analysis. Results of the study indicated caregivers’ partial understanding of infant and toddler temper tantrums. The commonest temper tantrums were, crying, throwing objects around, rolling on the floor and screaming among others. Results showed mixed operational challenges coupled with speculative intervention strategies to curb tantrums. Findings also revealed that teachers who participated in the study were not all professionally trained and could not effectively incorporate theories of child development into their pedagogical practices. Further findings revealed that day care centres were running without government policy on early childhood education for infants and toddlers. It is recommended to policy makers to come up with a policy which clearly articulates the education ideology for infants and toddlers in the country.
The efficacy of the school readiness initiative programme in the assessment of early childhood development learners in Buhera District Manzunzu, Nomatter; Mupome, Nyaradzo Paula; Mwaruta, Fortunate
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 4 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i4.941

Abstract

This study focused the efficacy of the School Readiness Initiative programme in the assessment of Early Childhood Development (ECD) learners in Buhera District. A qualitative case study was used to establish the effectiveness of the School Readiness Initiative on the assessment of Early Childhood Development learners. Ten teachers from different schools were purposively sampled. Questionnaires, interviews and observations were used to collect data from the participants. Data were presented in narratives and later analysed in themes. The results revealed that the School Readiness Initiative programme has positive effects in as far as Early Childhood Development learners` assessment is concerned. Some challenges in implementing the School Readiness Initiative programme in schools were poor internet connectivity, prolonged power cuts, and lack of expertise to use the Smart Tablet for Early Learning Assessment (STELA) tool on the part of the ECD teachers. The study therefore, recommended continual training of ECD teachers on various assessment techniques including the use of the STELA tool. It was also recommended that schools should have alternative sources of power such as solar energy.
Teachers’ experiences in implementing the Zimbabwe school health policy in early childhood development classes: Barriers and drivers Maera, Joyce; Manzunzu, Nomatter
Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i2.66

Abstract

The study focused on exploring teachers’ experiences in implementing the Zimbabwe School Health Policy in Early Childhood Development (ECD) classes. It sought to determine barriers and drivers for adopting good healthy habits. The Social Ecological model provided guidance for the research. Nine ECD teachers with direct experience implementing the policy were chosen using a purposive sampling technique. This study employed a qualitative case study methodology. Data was generated through observations and key informant interviews. Results revealed that a lack of self-efficacy and resources inhibits the implementation of the School Health Policy (SHP). Inaccessible infrastructure to learners with disabilities compromised the proper implementation of SHP. One of the main drivers was that educators saw the Zimbabwe SHP as helpful and an opportunity to holistically address children's health and free up more time for their children. The study found that ECD teachers thought the SHP was essential to encouraging learners to behave well and improve their overall health. In addition, the availability of supportive Health policies was also a driver in implementing SHP. The study also revealed that the synergies between the communities, schools and Ministry of Health and Child Welfare was a driver in implementing the SHP. There is a need to involve educators in the policy-making process to ensure that the final product is practical and feasible to execute. To enhance the health and safety of ECD learners in schools, universities and colleges should also train more ECD teachers and incorporate more health, safety, and nutrition-related topics.
Co-Authors Maera, Joyce Mupome, Nyaradzo Paula Mutandagai, Esnath Virginia Muzembe, Hannah Perpetua Mwaruta, Fortunate