Parental Involvement in Early Childhood Development (ECD) Programmes: A Case of Harare Primary Schools in Zimbabwe

Abstract

This article investigates the extent of parental involvement in ECD programmes and the impact thereof on the quality of care in Harare primary schools as perceived by the school heads, ECD teachers and parents. The research is part of a larger study by the researcher on assessing the quality of ECD programmes in Harare primary schools in Zimbabwe. A descriptive qualitative research design, using three in-depth interview guides for ECD parents, school heads and ECD teachers, was undertaken with 30 participants from ten primary schools. Data was content analysed. The analysis included direct reports of the participants’ responses to in-depth interviews. The study revealed different views among school heads, teachers and parents on the level of parental involvement in ECD programmes in Harare primary schools in Zimbabwe. The study revealed that parental involvement in ECD was limited as some parents did not attend consultations and meetings. The study also highlighted that school development committees participated fully in decision making concerning ECD learners.  The study recommends that parents should be encouraged by the school authorities to volunteer their services as resource persons in the teaching of certain concepts in ECD centres. Furthermore, awareness campaigns for parents may be held so that they see the value of their involvement in early childhood education of their children.