GREAT ZIMBABWE UNIVERSITY

ROBERT MUGABE SCHOOL OF EDUCATION AND CULTURE

DEPARTMENT OF EDUCATIONAL FOUNDATIONDS

PARENTS’ CONCEPTUALISATION OF THE EARLY CHILDHOOD DEVELOPMENT

PROGRAMME AT ONE SELECTED SCHOOL IN GUTU DISTRICT

BY

MLAMBO PATIENCE

STUDENT NUMBER M149035

A RESEARCH PROJECT SUBMITTEDTO THE DEPARTMENT OF EDUCATIONAL

FOUNDATIONS IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE
AWARD OF BACHELOR OF EDUCATION (HONOURS) DEGREE IN EARLY
CHILDHOOD DEVELOPMENT.

30 APRIL 2018

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 ABSTRACT

This study sought to explore parents’ conceptualization of Early Childhood Development

programme at one selected school in Gutu District. The study employed the case study design
embedded in the qualitative research methodology. Data from the respondents was collected
using interviews, self-administered questionnaires and focus group discussion. Results indicated
that the level of education in parents leads to negative attitudes towards Early Childhood
Development (ECD) programme, lack of basic needs failure to pay school fees contributed to
low enrolment at the school. The study concluded that there is no good relationship between the
school-home and this has cause lack of parental support in ECD programme. The researcher
recommended that parents should have ECD meetings at school so as to ensure good
communication between the school and home and also workshops should be held at school to
teach parents about the importance of ECD programme.

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 DECLARATION

I, Mlambo Patience, declare that I personally did this research on parents’ conceptualization of
ECD programme.I also declare that this project has not been submitted to any other tertiary
institution.

Student ________________ Signature _______________ Date _________________

Supervisor: Phiri L

Date: 30 April 2018

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 ACKNOWLEDGEMENTS

First and for most I am grateful to my supervisor Ms. Phiri for all the support and encouragement
throughout the research. It is through her tireless assistance that I had to learn more on how to
carry out a research.

I would like to thank all the participants who took part in the study Special thanks to the school
head and staff who permitted me to undertake the at their school. I am grateful to my family
members for their support, love, fees, food and spiritual support Not forgetting my man who
supported me indirectly.

I would like to thank the Great Zimbabwe University for offering me the opportunity to study my
degree with their institution. Lastly but not the least my great appreciation goes to the Almighty
God who blessed me with the gift of life throughout the course.

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 DEDICATIONS

This research project is dedicated:

To my mother, brothers and their wives,

My sisters and their husbands and other close family members.

True family and friends are life’s greatest treasure

They give without demanding

They love without condition…

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 TABLE OF CONTENTS

CONTENTS PAGE

Abstract i

Declaration ii

Acknowledgements iii

Dedication iv

Table of contents v

CHAPTER ONE: INTRODUCTION TO THE STUDY

1.0 Introduction 1

1.1 Background to the study 1

1.2 Statement of the problem 3

1.3.1 Major research question 3

1.3.2 Research sub-questions 3

1.4 Significance of the study 4

1.5 Limitations of the study 4

1.6 Delimitations of the study 4

1.7 Conclusion 5

1.8 Definition of terms 5

CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction 6

2.1 Theoretical Framework 6

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2.2 Causes of low enrolment at ECD level? 7

2.3 Perceptions of Parents towards ECD programme 8

2.4 Attitudes of parents towards ECD programme 9

2.5 Challenges faced by schools through low enrolment 11

2.6 Summary 11

CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction 12

3.1 Research Design 12

3.2 Sample and Sampling procedures 13

3.3 Data Collection procedures 13

3.4 Data collection methods 13

3.5 Data presentation and analysis 16

3.6 Summary 16

3.7 Conclusion 17

CHAPTER FOUR: DATA PRESENTATION, INTERPRETATION AND ANALYSIS

AND DISCUSSION AND FINDINGS

4.0 Introduction 18

4.1 Data presentation on the causes of low enrolment at ECD level 18

4.2 Data presentation on parents’ perception on Early Childhood Development

Programme 19

4.3 Data presentation on the parents’ attitudes towards ECD programme 21

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4.4 Data presentation on the challenges faced by schools through low enrolment 24

4.5 Conclusion 26

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction 27

5.1 Summary of the Study 27

5.2 Conclusions 28

5.3 Recommendations 28

REFERENCES 29

Appendix 1 36

Appendix 2 37

Appendix 3 40

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CHAPTER ONE

Introduction to the Study

1.0 Introduction

This chapter explores the problem and its context and the issues covered include background to
the study, statement of the problem, major research questions, research sub-questions.
Furthermore the significance of the study limitations and delimitations of the study are to be
discussed. The key terms such as conceptualization, programme and Early Childhood
Development are going to be defined. Research has been done to determine the parents’
conceptualization of ECD programmes

1.1 Background to the study

This study explores parents’ conceptualization of ECD programme at a selected school in Gutu
District, Early Childhood Development (ECD) is a vital means of providing children with an
essential background to formal schooling and ECD introduces children to a world of orderly
activity (Zvobgo, 1994). Research suggests that children who attend ECD programmes are
highly motivated perform better and get on better with their classmates and teacher (Kruger,
Nabela and Children and Family Team Members, 2009). Early Childhood Development’s role is
to lay a foundation for a child’s holistic and integrated education that meets cognitive, social,
moral spiritual, emotional, physical and developmental needs (Githinji and Kanga, 2011, Landry
2008).

Brofenbrenner (1979, 1983) posits that ECD programme to be effective and have lasting impact,
parents and communities need to be involved. ECD programme are cross cutting as they involve
departments such as health, education and social development. Various stakeholders work
together towards the achievement of ECD goals (Bridman, 2011; Britto 2011; Vargas-Barron
and Schipper, 2012). Parents are some of the key stakeholders. Researchers support the notion
that parental involvement in children’s education has positive outcomes as the parents gain

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knowledge about school activities and would render value guidance to their children (Holloway,
Yamamoto, Suzuki and Mindnich, 2008). The involvement of parents in ECD education serves
as a motivator that bridges the gap between two contexts, the home and school (Nokali,
Bachman, Votrba-Drzal, 2010). The parents help on school issues as far as psychomotor skills
training- proper handling of pencils and crayons. Everard, Morris and Wilson (2004) state that
problems concerning behaviour and school related outcomes are easier dealt with if parents and
teachers work together. Many misconceptions of parents’ in ECD programme cause low
enrolment at ECD learners in schools. These beliefs further complicate the parents’
conceptualization of educational programmes as social programmes. This is why the researcher
found it justifiable to investigate on the parents’ conceptualization of ECD programmes.

Grove and Haptfleisch (1991) suggest that the importance of Early Childhood Development
programmes is to inform child development is concerned, to outline the necessities of
stakeholder’s participation in the learning of a child through its programmes, and the
development of the basic skills. Zvobgo (1994) at a community education workshop stated one
of the objectives of ECD and care programmes as “to conscientise the community on the
importance of the ECD programme”. This implied that rural communities were not fully aware
of the value of ECD programs. This meant that Early Childhood Development programmes were
to be fully incorporated into formal primary school system with effect from year 2006. The
decision by the government to change the name of the programmes and also to bring ECD
programmes into formal schools system seemed to suggest that prior stage of affairs were
ineffective.

For this reason, the central question for parents, teachers, and school head, was their perception
of the benefit of preschool education. Each of these groups was considered to be a stakeholder in
preschool education (Bush and Phillips, 1996) with both particular and overlapping interests and
concerns. Parents have perceptions of important knowledge and attributes that children should
have at the start of school and the relative responsibility of families and kindergartens for
promoting school readiness. Thus there is need to investigate how parents conceptualize ECD
education in Gutu so as to determine how they make children ready and attend ECD.

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Zvobgo (1994) believes that children from poor homes without facilities for play are benefiting
from ECD centers through these facilities. Children learn and develop through organized
individual and group play activities. Late enrolment in Early Childhood Development education
limits development of a child. Early Childhood Development is an important issue in every
country in the world because of the known benefits to the children. ECD programmes provide a
strong foundation for further learning and development of children (Benard, 2005).

1.2 Statement of the problem

This study seeks to explore the parents’ conceptualization of ECD programme as there is low
enrollment at ECD A but high enrolment at ECD B As a child never being able to start school
with others, never being able to start school with others, never being able to play on the monkey
bars or tire swing at school, even never being able to participate in class at all, being a child who
stay home while age mates are going to school is the hardest thing in the whole world.

1.3.1 Major research question

What are the parents’ conceptualizations of Early Childhood Development programme at a

selected community in Gutu District?

1.3.2 Research sub-questions

 What are the causes of low enrolment at ECD level?

 How do parents perceive the ECD programme?
 What are the attitudes of parents towards ECD programme?
 What are the challenges faced by schools through low enrollment?

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1.4 Significance of the study

The research aims to benefit the following people; Early Childhood Development children,
teachers, policy makers, parents and administers. The research will be of importance to ECD
children as the findings can bring out the benefits of making children be enrolled at ECD A level.
The caregivers will be provided with the best methods on educating the parents on the
importance of early enrolment of learners in ECD programme. A copy of the research will be
available in the Great Zimbabwe University library where the ECD caregivers can assess it
during the course of their studies. They will gain new knowledge on what needs to be done to in
helping parents to understand ECD programme. The findings from the study will enable the
primary schools to improve service delivery of ECD programmes. The findings of the study will
also provide researcher with baseline information for the development of future quality Early
Childhood Development studies. The research will also be of benefit to the researcher, during the
study the researcher will get an insight on the actual state of parents’ conceptualization of ECD
programmes in Gutu rural schools as well as the role played by parents

1.5 Limitations of the study

The greatest limitation of the study will be time. The researcher being a full time student; may
not be able to visit the area often as she would have wanted to cover. The researcher will be
using holidays and semester break for data collection. Financial constraints will limit the
researcher because she will be travelling to and form for data collection, and to meet the
supervisor especially on holidays. The researcher will seek assistance from parents ‘and friends
for the finances.

1.6 Delimitations of the study

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The study will focus on parents’ conceptualization of ECD programmes .The research will focus
on few selected schools around Gutu and it will concern with the primary schools within the
ECD programmes.

1.7 Conclusion

The chapter explored the background of the study. The study was placed into context with
research studies related to the work under investigation. Major research questions and the sub
questions were highlighted in this chapter. Furthermore the significance of the study was
reviewed. It also looked at the limitations and delimitations. The next chapter will look at the
review of literatures.

1.8 Definition of terms

Early Childhood Development is the physical, cognitive, linguistic and socio-emotional

development of a child from the parental stage up to age eight (The World Bank, 2010).

Conceptualization is the process of development and clarification of concepts. In other words,

clarifying one’s concepts with words and examples (Kruger, Nabela and Children and Family
Team Members, 2009).

Programme is a set of coordinated activities implemented to meet specific objectives within

defined time cost and performance parameters (The Result Based Approach 2008)

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CHAPTER 2

Literature Review

2.0 Introduction

This chapter reviews previously published scholarly articles about the conceptualization of ECD
programme by the parents and it will enable parents to conceptualize ECD programme in order
for them to work collaboratively with educators to develop children holistically. Briefly the
chapter will discuss on the sub-questions and theoretical framework

2.1 Theoretical Framework

This study will be guided by the ecological system theory which was developed by
Bronfenbrenner. The theory is based on the premise that throughout life one encounters different
environments which affect their existence. These according to Bronfenbrenner are the
microsystem, mesosystem, exo-system, macro-system and chrono-system (Berk, 2000). The
microsystem is the environment that one interacts with at the most basic level, such as family
friends’ teachers and neighbors. As one interacts within this environment one constructs the
experience with the other players the person shapes and equally shaped by the others
(Bronfenbrenner 1994).

The mesosystem involves relationships between the micro-system in a one’s life. It is a system of
Microsystems (Bronfenbrenner 1994) for example one’s home experience maybe related to ones’
school experience. In the exo-system there is a link between the contexts where the person is
actively involved with one where there is no direct involvement (Berk, 2000). For instance the

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ECD children exo-system could be the father’s workplace. On the other hand the macrosystem
encompasses the culture of an individual. The cultural context involves belief system, race,
ethnicity and material resources. Parental participation in ECD activities can be influenced by a
parent’s belief system or material resources at his or her disposal. The chrono-system involves
change, transition and shift in one’s life. For example, divorce in the family may affect the
child’s school attendance and subsequently performance.

Bronfenbrenner helps in the formation of a rich knowledge base in parents’ conceptualization of

ECD programme. Bronfenbrenner maintains that the conception individuals hold of their
environment impact on their cognitive social and emotional development. He suggests that
ecological niches (Sheurich, 1995) exist which are influenced by the characteristics of various
systems at different levels. Using this framework, development of conceptualizations at the
micro system level (the most proximal e.g. in the case of the present study, the ECD programme)
is considered here, together with acknowledgement of interactions with the mexo-system (home-
school), the exo-system experiences of significant others which have occurred, or are occurring
outside the microsystem and the macro-system the broader social environment (Berk, 2000), e.g.
local education authority government, socio-cultural group) consequently this study attempted to
explore the wider context in which conceptualization has develop.

Ecological perspective maintains that the interaction between home and school is critical for
supporting positive child outcomes Bronfenbrenner and Morris, 1998, Nzinga-Johnson, Baker,
and Aupperlee, (2009). Parents’ view of quality in their children’s state ECD education are partly
dependent on characteristics of the school they attend , now this brings the misunderstanding of
ECD programme. The macro system helps in the understanding of ECD programme.
Bronfenbrenner’s idea was for ECD programs to be effective there is need of parents and
communities to be involved that will lead to their conceptualization of ECD programme.

2.2 Causes of Low Enrolment at ECD Level

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In a case study in Kenya, reasons contributing to low enrolment in Early Childhood
Development education were inability to provide basic needs, accessibility to the necessary
services, lack of awareness and lack of school (Ncabira, 2005). The research found out that
parents lacked school fees as well money to meet school needs such as; books, uniforms, pencils
among other school needs. One of the intentions of this study is to establish factors to
contributing low enrolment of children in ECD level. In another research conducted by Roselyn
in Kenya showed that lack of parental awareness as a cause of low enrolment and possibly the
age at which join ECDE centers (Roselyn 2012).

Negative attitudes towards parents from the school can cause low enrolment of ECD learners at
school commonly in rural areas for example some teachers think that only middle-class parents
understands the importance of education such that they do not call for meetings with parents to
educate them on the importance of ECD programme (Ncabira, 2005). It is important for all
parents’ voice to be heard. According to Bronfenbrenner (1977), the family is one element of
both the microsystem and the mesosystem-two of the five systems within the ecological model.
Two issues that inhibit children’s readiness for kindergarten are parenting and and the
connectedness of the home-school relationship (Kelly, 2010). Teacher and parent attitudes
contribute in low enrolment of learners in ECD classes, the more teacher and parents have
positive attitude towards ECD programme, the more children enrolls. The more parents are
involved with their children, the more positive learning and general life outcomes occur (Baker,
Goesling and Letendre, 2002).

In another research in Kenya, Muthoni (2007) says parents did not enroll girls deliberately but
instead left them at home to do household chores and guard homes as they went about their daily
activities. The reason given for not enrolling the girls in school was culturally the place of
women is home. It was believed that the girls without disabilities would get married.

2.3 Perceptions of Parents towards ECD Programme

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A variety of early childhood education programme opportunities exists from public to private
and school-based to center-based. Some opportunities are religious- affiliated based on the
programming approach that is utilized (Meyer, 2008).

In a study in the United States of America parents perceive some early childhood education
programmes as theory-specific in how they are regulated and the practices they use like
Montessori or Reggio Emilia schools (Which Curriculum 2012). Others are accredited by
organizations such as the National Association for the Education of Young Children (NAEYC)
for meeting a determined set of high quality standards (Kuchment, 2007).

Perceptions of ECD programme highlight ethnic differences in perceptions for example,

Lubeck’s study illustrated that Afro-Caribbean parents emphasized on collectivity. Whilst
White-American, emphasized on individuality. whilst these latter studies take account of the
cultural context. This may illustrate a macrosystem interaction in the form of culturally instigated
‘belief systems’ (Bronfenbrenner 1992, p 228).

However the effect of the microsystem of the group needs consideration in the opinion of ECD
programme. Approximately 70% of Americans agree on the necessity of early childhood
education (Edelmen, 2013). This current research will examine for the conceptualization of ECD
programme. Whether following a theorist, paradigm, or framework, for some the quality of early
childhood education is synonymous with theory. The beginning of Early Childhood dates back to
the 17th century with John Locke’s tabula rasa and moves to Johann Pestalozzi’s establishment of
early childhood education. Contemporary theorists such as Levi Vygotsky and Maria Montessori
were influenced by these early contributors to the field of early childhood education (Gargiulo
and Kiglo, 2014).External influences on parents’ beliefs about early education included
reputation, curriculum, school, location,-student interaction, popularity of the school in the
community, and the type of teacher (Turk, 2015).

Qadiri and Manhas (2009) discovered that parents associated positive attributes with preschool
education such as safe environment, positive role models and healthy peer to peer interactions.
Parents typically identified early childhood education as producing multiple benefits for their

9
children. Parents believed that Early Childhood education programmes assist in the development
of behavioral and verbal skills.

2.4 Attitudes of Parents towards ECD Programme

The study made in U.S.A. of parent attitudes, belief systems and thinking has taken place along
with changing conceptions of child-rearing that have emphasized the bidirectional nature of
interactions (Joan, 2006). When the family is under economic or social stress, children are likely
to receive less adequate care. When there are multiple demands on adults in the household (work
in and outside the home, other children, single parenting, lack of food security, and so forth), it is
more difficult for the caregiver to provide appropriate care. Parents have abusive attitudes,
beliefs and practices in relation to caring for a child (Muthoni, 2007).The power relationships
that exist within the context of the school are such certain parents are rendered. Yet parents are to
be considered an intrinsic part of ECD programme because they are children’s’ first educators.
What happens to children long before they dream of entering school markedly influences their
capacity to grow in school.

There are many factors that influence parent’s ability to both facilitate a child’s growth and
development and participate in parent education programs. Issues of diversity, communication,
meeting, preferences, resources, time, knowledge, and personnel affect parental involvement
(Bruckman, and Blanton, 2003).

Two types of parental involvement namely school-based involvement and home-based

involvement. They both impact on early childhood development programme (Desforges and
Abouchaar, 2003). Most parents discuss activities or events of particular interests to the child or
things the child studies in class positively related to student achievement. The way parents
interact (inclusive of home discussion) with their children is more important in predicting child
academic outcomes than the extent to which they are involved in school.

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Parents’ believes that ECD children with disabilities need comprehensive programs that include
health, nutrition, social services, and parental involvement as well as informal curriculum
methods (Smith, 2000). Parent attitude towards children with disabilities influence their
enrolment in ECD education system, for example a parent might have high expectations for the
child as well as from the school. In another study, parents were reported to be satisfied on the
early childhood education programme regardless of the curriculum as well as the inclusive
programming. Parents felt any type of disability was not contributing any problem in ECD
programme (Herrington, 2014).

2.5 Challenges faced by Schools through low enrolment

In a research in Nigeria challenges faced by schools through low enrolment were found as poor
quality of education and this caused problem of attracting and keeping qualified teachers in rural
schools. This led to poor monitoring of teachers attitude, behaviour and performance in rural
schools (Adedeji, 2003). Administrative will be a problem when there is low enrolment.
Teachers in rural schools with low enrolment feel neglected and treated unfairly by the
authorities’ inconsistent and incessant disruption of academics.

Child development is a vulnerable stage which calls for stakeholders and school to work hand in
hand in order to develop the child holistically. Low enrollment at ECD A level may cause
children not to acquire basic pre-literacy skills that may influence children’s growth in school
(Fleish, 2008). Low enrolment demotivates teachers, they will not enjoy their work and there
will be no competition within teachers as well as learners. This may cause low quality education
in ECD programme. ECD is the foundation of education children who enrolls at ECD B causes
low pass rate in upper grades and they are always behind others in learning.

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Low enrolment causes the minimization of parents’ chances of participation (Crozier, 2001).
Parent involvement programs fail to serve minority groups. Middle class parents do not
efficiently serve other groups. The higher the enrollment, the higher the parental involvement
and the higher the educational performance of the school.

2.6 Summary

The chapter looked at the published literature from theories like Bronfenbrenner’s Ecological
systems theory on ECD programme. It also discussed topics from subquestions, which are causes
of low enrolment at ECD level, perceptions of parents towards ECD programme, attitudes of
parents towards ECD programme and challenges faced by schools. The next chapter will look at
the research methodology.

CHAPTER 3

Research Methodology

3.0 Introduction

This chapter will focus on the research design and methodology adopted in this study. The study
will use the qualitative research design. This chapter will also provide number of parents and
teachers and how data is going to be collected. Instruments for data collection which are the
questionnaire, interview and observation technique will be discussed in this chapter showing
their advantages.

3.1 Research Design

A case study design employed in this study is derived from the qualitative research. Maree
(2007) avers that a case study is a systematic inquiry into an event or a set of related events

12
which aim to describe and explain the phenomenon of interest. The phenomenon interest in this
study is parents’ conceptualization of ECD programme.

The case study will be adopted in this research the study is qualitative in nature and relied in
interviews, use of self-administered questionnaires and observation technique. To Adrijana a
case study is considered by some researcher to be part of qualitative research-a type and,
sometimes, a method of scientific approach (Flyvbjerg 2011).

According to Zaidah (2007) the case study method enables a researcher to closely examine the
data within a specific context. In most cases a case study method selects a small geographical
area or a very limited number of individuals as the subject of the study. This study will be carried
out in a selected school in the community of Gutu District and some few stakeholders will be
selected for the questionnaires. The school head ECD practitioners and their teacher in charge
will respond to the interviews. With Adrijana, case studies have been found to be to be especially
valuable in practice oriented fields (such as education, management public administration, and
social work (Flyvbjerg, 2011) The role of a case study method in research becomes more
prominent when issues with regard to education and community based problem (Grassel and
Schirmer 2006) such as poverty, unemployment, drug addiction, illiteracy. This study is based on
the conceptualization of ECD programme actually it is an educational problem to be investigated
thus why case study is suitable for this research. According to Charles (1992) case studies are
one of many ways of doing social science research, with observation, surveys and archival
information it is suited to a certain type of research problem. Through the case study a researcher
is able to go beyond the qualitative statistical results and understand the behavioral conditions
through the actors’ perspective. The case study helps explain both the process and outcomes of a
phenomenon through complete observation, reconstruction and analysis of the cases under

13
investigation (Gulsecen and Kubat, 2006). The case study is linked to theoretical frame work. In
this study Bronfenbrenners’s ecological system theory was used as the theoretical framework
under literature review.

3.2 Sample and Sampling procedures

Sample is defined as a set of data which is collected or chosen from a population for a study use
(Edwards 2005). In this research the sample includes ECD teachers, school administrators and
the stakeholders (parents). Sampling procedures are the steps that are used to collect data from
the selected respondents. In this study the researcher will use a sampling technique which is
called purposive sampling. The researcher will use Interviews for teachers, the questionnaire will
used to the school administrators and the focus group discussion for parents. The researcher
believes that the targeted school is likely to be knowledgeable about their participation or non
participation.

3.3 Data Collection Procedures

In order to obtain quality information about the parents’ conceptualization of ECD programme,
the researcher will get a letter get a clearance letter from the Great Zimbabwe University and
present it to the Ministry of Primary and Secondary Education to seek permission to collect data
from the selected school in Gutu District. The researcher will then take the clearance letter from
the ministry to the school head and make arrangements for appointments with the parents
together with the school head. The researcher will be able to have a focus group discussion with
few parents chosen randomly at least 10 persons, an interview with the caregivers and some
questionnaires for the school administrators. The researcher will explain to the respondents that
their information will be kept safely and will be private and confidential. Parents are free to go if
they are not comfortable, to give their information

3.4 Data Collection Methods

Questionnaire

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A questionnaire is a tool which is usable so that the reader can easily understand, interpret and
complete it, thereby increasing the accuracy of responses to topic under investigation (Adams
and Cox, 2008). The questionnaire guide contains both open ended and closed questions such
that there is maintenance of simplicity, collection of as much information as possible. In this
study, self-administered questionnaires will be administered to parents. This will help the
researcher to probe for more answers, and that will lead to have a shorter time on the respondent
than having the respondents complete the questionnaires themselves. The self administered
questionnaires have the advantage that there are no problems such as low return rate as the
researcher keeps the questionnaires after administering them (Harris and Brown, 2010).The
researcher will manage to attain full information on the parents’ conceptualization of ECD
programme.

Before the questionnaire will be fully engaged for data collection, the researcher will go under a
pilot testing of the instrument. Pilot testing will ensure that the targeted school will have parents
on that day. Pilot testing is the trial use of questionnaire or interview guide on a small number of
participants prior to conducting the actual research (Phellas et al, 2011). The people that will be
chosen to participate in the pilot study will be excluded from the final sample as the experience
of the earlier questionnaire would influence their answering of the actual questionnaire. Through
the pilot survey, there will be also a refinement of the questionnaire such that problem questions
will be modified so that respondents will not have difficulty in answering during the survey. Pilot
testing enables assessment of the questionnaire validity and the reliability of the data that will be
collected, (Jewel, 2000).

However, the questionnaire technique has its short comings as some respondents will be
unwilling to admit that they lack adequate knowledge about specific questions, and provide false
responses for saving their prestigious ego and sensitive questions (Wimmer, 2001). These short
comings are limited by the researcher through probing during the interviews that will be used to
collect data. The use of the questionnaire, though with its disadvantages, will be used as it allows
respondents to answer questions without the interference of the researcher.

Interview

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Denzim (2001) sees interviews as conversations. In qualitative research, interviews refer to
attempts to understand the world from the subject’s point of view, to unfold the meaning of
people’s experiences and to uncover their lived world. Interviews review the respondents’ level
of emotion, the way in which they have organized the world; their thoughts about what are
happening, their experiences and their basic perceptions (Hatch, 2002). The researcher will
interview the school head, teachers and the teacher in charge. The interview will be a one on one
thing on a face to face basis. This system will allow interviewees to answer questions without the
undue influence of other people. Information from interviews will supplement and clarify certain
information gathered in questionnaires. Social cues, such as voice, intonation and body language
of the interviewee will give the interviewer a lot of extra information which will be added to the
verbal of the interviewee on a question to get better understanding (Adams, and Cox, 2008). The
researcher will be able to find out parents’ conceptualization of ECD programme. Conducting
interviews is time consuming process especially carrying out the interview itself and also during
the coding and transcribing stages and therefore it requires a lot of careful planning(Adams et al
2008, Phellas et al 2011). Despite the above mentioned disadvantage, interview will be selected
and used in this study as it allows the researcher to probe further on any answers that needs
further clarification.

Focus group discussion

Focus group discussion will be used and notes will be taken with the aid of an assistant
moderator. The notes help in non-verbal communication. Participants will be informed at the
outset that the discussion is going to be taken down so as to capture everyone’s comments. The
researcher will visit the school during SDA meetings and consultation days to have a real feel of
the parents’ conceptualization of ECD programme. Denzim (2001) argues that focus group
discussion enable researchers record verbal and non-verbal behaviors associated with the
phenomena under study. The parents will participate. in focus group discussion. This study will
be carried out in a selected school in the community of Gutu District and school administrators
will respond to questionnaires. The ECD practitioners will respond to the interviews.

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3.5 Data Presentation and Analysis

Themes and patterns will be used in the presentation of data and the data will be analyzed
manually. Data from questionnaires and interviews will be examined through discussion format
bringing out the meaning of the findings as perceived by the respondents. Data interpretation and
analysis will be done by finding out how respondents saw the parents’ conceptualization of ECD
programme, how they defined the situation or what it meant to them.

3.6 Summary

The researcher stated the suitability of a case study in this chapter. The researcher came up with
a detailed way how data will be conducted to achieve the aim of this study. Questionnaires,
observation and interviews are the tools for gathering data which will be used in this study at the
selected school in Gutu District. Purposive sampling will be used in to collect data from the
respondents.

3.7 Conclusion

This chapter discussed research design and methodology used in the study the study area;
population and sample size were also discussed. Data collection procedures were indicated above
in this chapter and the instruments to be used. In the next chapter the study will focus on the
research findings, analysis and interpretation of data.

17
CHAPTER 4

Data presentation, Interpretation and Analysis and Discussion of findings

4.0 Introduction

The chapter presents, interprets and analyses data gathered on causes of low enrolment at ECD
level in Gutu District as well as discussion of the findings will be drawn and discussed with
relevant literature. The data being presented is an effort to answer the following sub-questions.

 What are the causes of low enrolment at ECD level?

 How do parents perceive the ECD programme?
 What are the attitudes of parents towards ECD programme?
 What are the challenges faced by schools through low enrolment?

4.1 Data presentation on the causes of low enrolment at ECD level.

18
The data from the questionnaire reviewed that high fees are not contributing to the low
enrolment of children at school. Neither the outdoor play area nor classrooms are contributing to
the low enrolment as well as the teacher qualifications. All the school administrators have
revealed that the ECD teachers at school have knowledge on the ECD programme. Interviews
with the ECD teachers on the causes of low enrolment were revealed as long distances, resources
and religion. Long distances even affect the enrolment at ECD A and causes high enrolment at
ECD B. The data collected showed that children walk from 1km to 2, 5 km. Parents with
children under the age of 5 years prefer to accompany their children to school. This was revealed
by the data, it showed that the ECD A had 20 learners and ECD B had like 30 learners.

The ECD A teacher actually said parents say ' mwana haasati akura zvekufamba rwendo
rwakadero kuenda kuchikoro kungofambira ECD A' (the children are very young such that they
cannot walk up to that long distance just for ECD A). The other issue for the low enrolment
which was raised is religion. The school is a Moslems school so parents are against Muslim
beliefs. The teacher even said the school is being associated with satanists. Resources such as
school uniforms, shoes were mentioned as a barrier to a lot of parents.

Enrolment in most schools in the country has been affected by many factors and these factors
vary from one region to the other but from the findings of this study it shows that low enrolment
is caused by resources such as school uniforms, books, toys, and the distance between home and
school. In a focus discussion with seven parents said that e barriers for low enrolment were as
similar as mentioned by teachers and administrators. Distance was mentioned and agreed by 7
participants. Respondents felt that distance from home to school was not suitable for the below 5
years of age. Only 2 out of 7 mentioned that the outdoor and classrooms for the ECD are not
appealing.

The participants said that high fees cause low enrolment at ECD level. In a study conducted in
Kenya shows that the issue of non-school attendance in their societies especially in slums and
rural areas are drifting to an unmanageable level due to poverty. According to Colleta (1996:34)
"the poor have the least access to basic health, education and the children of these poor families

19
are not likely to attend school at the right age of 3-6 years most parents cannot afford fees
payment in ECD centres. In another case study in Kenya reasons contributing to low enrolment
in ECD education were the inability to provide basic needs, accessibility to the necessary
services ( Ncabira, 2005). The researcher established hat parents lacked school fees as well as
money to meet school needs such as; books, uniforms, pencils among other school needs.

4.2 Data presentation on parents' perception on the ECD programme

Data collected through the focus discussion revealed that parents do not understand ECD
properly. All the participants agreed on the notion that children go to ECD only when they are
about to go to grade 1. ‘ECD kugadzirira kutanga grade 1' ( ECD is the preparation of grade 1).
The parent showed that they don't understand ECD because they expect their children to be able
to read and write before they live for ECD B, ' kwanzi vana vedu ngavaende ku ECD B vave
kugona kunyora nekuverenga uyezve kutaura chirungu sezvo chiri chikoro chechurch' ( parents
said that they want their children to be taught how to read and write as well as speaking in
English because it is a private school). Another participant said she even made the child to repeat
ECD A because the child could not even write her name at the end of the year. Parents said they
would want teachers to teach children how to express their emotions in a good manner and some
life skills. Interviews with the ECD teachers revealed that parents support curriculum practices
through making of toys such as balls, doll, skipping rope and many more. Parents help with
sending and collecting children from school because of the current issue of rapists.

An interview with teachers revealed that parents expect their children to enroll in ECD B already
being able to read and write 'hanzi hatidi vana vedu vanongoenda kuchikoro kungono drawer
nekupainter '(they don't want children who just go to school for painting and drawing). This
show that parents do not fully understand Early Childhood Development (ECD) education,
because they think drawing and painting in ECD is matter of wasting time and they want
children to read and write. The administrators showed that their enrolment age is 4 years of age
and the new curriculum has the following subjects indigenous language, language, ICT, mass
displays, guidance and counseling, maths and science

20
The administrators through questionnaires said that parents lack a good understanding on ECD
programme. Basically the parents revealed that they see ECD as all other classes like grades 1 to
7, because they expect learners to go for grade one already reading and writing with good
handwriting. According to a research done by UNESCO (2001), illiteracy level of adults is high
especially in Kenya and Africa at large. The research shows that 60-70% of the African adults
are illiteracy commonly in rural areas. This illiteracy disturbs their understanding even the way
they value education might be disturbed. A variety of Early Childhood education programme
opportunities exist from public to private and school based to centre based. Some opportunities
are religious affiliated based on programming approach that is utilized (Meyer, 2008). In a study
in the United Sates of America parents perceive ECD education programmes as theory based in
how they are regulated and the practices they use like Montessori or Reggio Emilia schools
(Which Curriculum, 2012). Others are accredited by organizations such as the National
Association for the Education of Young Children (NAEYC) for meeting a determined set of high
quality standards (Kuchment, 2007).

Perceptions of ECD programme highlight ethnic differences in perceptions for example Lubeck's
study illustrated that Afro-Carribean parents emphasized on collectivity, whilst white American,
emphasize on individuality. Whilist these latter studies take account of the cultural context. This
may illustrate a macro system interaction in the form of cultural instigated 'belief system'
(Bronfenbrenner, 1992, p228). External influences on parents' beliefs on Early Childhood
Development education included reputation, curriculum, school, location, student interaction,
popularity of the school in the community and the type of teacher (Turk, 2015).

Quadri and Manhas (2009) pointed out that parents associated positive attributes with preschool
education such as safe environment, positive role models and healthy peer to peer interactions.
Parents typically identified Early Childhood education as producing multiple benefits for their
children. Parents believed that the Early Childhood education programme assists in the
development of behavioural and verbal skills. The findings of this study show that parents in
most rural areas do not understand ECD programme. Their belief is when children go to ECD
they should learn formally like the grades 1-7. In a research it was found out that children were
sent to ECD centres for security reasons. They would be guarded from perpetrators of rape. This

21
reason for sending the children to ECD centres for security reasons is very noble and enhances
one of the South African national reasons for enrolling children into these centres as stipulated in
the National integrated plan for Early Childhood Development in South Africa (Peck, 3014).
ECD children go to places of safety. One wonders if these places are really safe. Mukuna (2012)
says parents are mainly concerned with home centred involvement rather than balance it with the
school centered one as they assist children with handling of writing tools at home and train them
in doing household chores.

4.3 Data presentation on the attitudes of parents towards ECD programme.

The data collected by the focus group discussion revealed that their children are benefiting much
from the ECD programme. Moral values, cognitive development, being responsible children,
were raised by the parents. The researcher asked parents what are they doing in support of ECD
programme and they indicated that they help with homework, preparing meals at school, making
of toys, escorting and picking children to and from school. Parents showed that they are happy
with the ECD programme because their children are able to differentiate what is wrong and right
as well as developed interests to go for grade 1.

Interviews with the ECD teachers proved that the only meetings parents attend at school are
functions such as annual general meeting and consultation days. This finding shows that there
are no ECD parents meetings which are meant for discussing only about ECD programme at the
school. This is why teachers are having problems on communication with parents as it was
mentioned by two ECD practitioners, " the parents do not even understand the meaning of a
communication book, they do not respond to anything you write". They added on to say '
havanyori nekuti havatogoni kuverenga, vamwe ndivanambuya vasingachatooni uyezve vamwe
havatozivi nderei, vamwe vanototi hatitotarisi mubegi remwana kuti munei' (some parents cannot
read and write, some are aged people that they cannot see properly and then some just don't
understand the communication booklet).

22
This finding proved that the level of the education of the parents is disturbing the ECD
programme at the school. The ECD A practitioner complained about the toys she said "some
parents cannot even buy toys or make (utilize the available resource) balls, toys, skipping ropes.
They said no donations had been given to the school by the parents so far. According to a
research done by UNESCO (2005), illiteracy level of adults is high especially in Kenya and
Africa at large.

The research further shows that 60-70% of the African adults are illiterate. It was noted that
parents who were educated had positive attitudes towards their children schooling while the
illiterate ones seemed not to care. A study carried out by multiple indication Cluster Survey
(MICS), UNICEF (2000), showed that 29,5% of children whose mothers had secondary
education were enrolled in Early Childhood Education (ECE) centres as compared to 10,7%
whose mothers had only completed primary school and 12,4% of those whose mothers had no
schooling.

The findings of the study show that parents’ attitudes towards ECD programme are affected by
their level of education. The teachers pointed out that there are challenges on communication in
between the school and home. The Ecological perspective maintains that the interaction between
home and school is critical for supporting positive child outcomes (Bronfenbrenner and Morris,
1998, Nzinga-Johnson, Baker, and Aupperlee, 2009). Teachers went on to say learners
homework is not done properly this is causing challenges at school and in their children's
education. For example the teacher said there are some children who are slow to catch-up with
the concepts and they need some help from home; parents are an intrinsic part of ECD
programme because they are children's first educators.

There are many factors that influence parents' ability to both facilitate a child's growth and
development and participate in parent education programmes. Issues of diversity communication,
meeting, preferences, resources, time, knowledge and personnel affect parental involvement

23
(Bruckman and Blanton, 2003). Two types of parental involvement namely school-based
involvement and home-based involvement. They both impact on Early Childhood development
programme (Desforges and Abouchaar, 2003). Most parents discuss activities or events
particular interests to the child or things the child studies in class positively related to student
achievement.

The questionnaire for the administrators indicated that children should be introduced to
complicated subjects at an early stage, and creative skills. The Teacher in charge and deputy
head said the contributed a quality ECD play centre with modern equipment. They also said the
school head contributed with picture books, blocks, toys, and many more gadgets to the ECD
programme.

4.4 Data presentation on the challenges faced by schools through low enrolment.

The questionnaire's for the school administrators revealed that funds and levies are distributed in
teaching and learning material of the children and ECD ceremonies. The teacher in charge said
levies and funds are going to feeding programme, repairs and purchase of toys. The deputy head
also said they are also used for construction and maintenance of the play centre. The teacher in
charge said there are inadequate ICT equipments and resources for the new curriculum. Whilst
the school head and the deputy pointed out that the play centre has child sized material and it is
of good quality. The teacher in charge and the deputy advocated for parental involvement. The
deputy head actually said "the school should involve parents in the ECD programme”. This
implies that the school is not involving parents in ECD programme in any way. And this shows
that parents have no idea about what is going on in the school ECD department.

Data gathered through interview guide for teachers revealed that at this school there are no
meetings which are held directly for ECD learners; are not during the term the two teachers
revealed that only the annual general meeting and consultation days are held at the school. ECD
B practitioner said "funds and levies are used for the fees for only boarders and day scholars are

24
not benefiting". This statement implies that levies and funds are not distributed equally; they are
in favour of one group instead of all the learners in terms of fees.

The teachers, "there is no resources for the new curriculum especially in ICT we don't have even
a toy laptop just to help us show learners when delivering a lesson". The focus group discussion
went very well and the parents agreed that they only attend annual general meetings at school
and consultation day which they normally do not attend because 'maticha vanongoti vanongoda
vabereki vane vana varikumusoro vazoona mabook evana' they said (teachers only ask for
parents with students in upper grades to see the books). This shows that the rights and the voice
of the parents are suppressed at this school. Only two out of 7 parents said they are benefiting
from levies and funds in terms of fees. The other 5 said they are not benefiting because their
children are not boarders but day scholars. This shows that only boarders are benefiting this
means that funds are not equally distributed. In a question”

Parents pointed out that to overcome challenges at school levies and funds should distributed
equally among the grades regardless of the status. New curriculum resources should be provided
at the school, ECD parents meeting should be held separately from consultation and annual
general meeting because 'toda kuwana kutaurawo nhunha dzedu uyezve tichinzwikwawo' (we
want to be heard and to say out our challenges). Three out of 7 said they want an ECD block
which is separated from the other blocks with big and neat classrooms. The reason given was '
mwana wangu anoti kana tikaimbisa kuchikoro vadzidzisi vamwe vanouya vachiti imbirai pasi
isu hatizvide' (the child complained that when they are at school having a lesson in music, and
sing about upper grades teacher appears and say please do not shout and the children does not
like that).

The findings from the study show that the parents are silent and reluctant in the ECD
programme. The school administrators indicated that there is need for parental involvement at
the school towards ECD programme which shows that the parental involvement is very low at
this school. The involvement of parent in their children's education has long been considered by
researchers as "a significant factor in positively impacting children’s school success (Parhar,

25
2006). Vascallo (2001:1) confirms that parental involvement in a child's education is a strong
predictor of learner achievement. The silence of the parents is caused by the school because the
school do not he'll meetings for parents only for ECD. Parents complained about their voices to
be heard and the distribution of funds and levies to be equally. The findings showed that funds
are in favour of one group of the learners.

Parents or guardians fail to attend school functions because of communication challenges. When
they asked how they communicate with parents or guardians, most participants said that they
give letters to pupils to go and give their parents. If the children forget deliberately to give to
parents, then they may not attend (Anita, 2012). Teachers strongly felt that some parents do not
take an active role in their children's education because they are oblivious of the impact their
impact their participation have on the children's education. So the school should sensitize parents
about the need to participate in the education of their children. The researcher is of the view that
the school should have open channels of communication, this could help participation. The
opinion is that communication should not always be from school to parents- school need to listen
to the parents' concerns, fears, suggestions and aspirations. The researcher is also has the view
that there should be policies that forces parent to be involved in ECD programmes. It was also
noted that there were no meetings held specifically for ECD parents at the school. The researcher
is of the view that the schools should avail the school's year plans to the parents and guardians:
parents should be given the schools year plans at the beginning of each school term. The plans
should indicate special events and meetings for the ECD programme.

4. 5 Conclusion
This chapter, presented, analyzed and discussed the findings that were collected at a selected
school in Gutu District using questionnaires, interviews and focus group discussion. The chapter
presented causes of low enrolment at ECD level, how parents perceive ECD programme,
parents’ attitudes towards ECD programme and the challenges faced by schools through low
enrolment. In this chapter, findings on parents’ conceptualization of ECD programme was
presented and discussed.

26
CHAPTER 5

Summary, Conclusions and Recommendations

5.0 Introduction

This chapter focuses on conclusions of the research on the parents’ conceptualization of ECD
programme. Chapters in this research will be summarized as well as the findings presented,
analyzed and discussed in chapter four. The recommendations are going to be made on future
areas of research.

5.1 Summary of the study

The first chapter consists of the background to the study. Statement of the problem, research
questions, and significance of the study, limitations and delimitations was also outlined. Early
Childhood Development, conceptualization and programme were the defined terms in chapter
one.

In chapter two literature review, Bronfenbrenner’s ecological systems were discussed showing
its importance in the parents’ conceptualization of ECD programme. The ecological systems

27
(microsystem, mesosystems, exo-systems, macro-systems and chrono-systems) maintain that the
interaction between home and school is critical for supporting positive child outcomes. This
implies that for ECD programmes to be effective there is need of parents and communities to be
involved and that will lead to their understanding of ECD programme. All the research sub
questions were changed into topics and were discussed supported by previous scholarly articles.

The chapter three, the research was a qualitative case study on the parents’ conceptualization of
ECD programme. The tools used were questionnaire directed to the administrators, focus group
discussion for the parents and interview guide for the ECD teachers. A randomized sample size
consisted of 7 stakeholders, administrators and two ECD teachers were used.

Chapter four presented, analyzed and discussed data on the parents’ conceptualization of ECD
programme. It was under themes and patterns where by findings were drawn. All the participants
managed to say something in process of data collection. The researcher found out that parents
were not involved in the ECD programme.

5.2 Conclusions

The conclusions that can be drawn from this study are based on the research findings.

 It can be concluded that the cause of low enrolment could be the distance to and from
school, basic needs and school fees.
 Parents do not fully understand ECD programme, they expect their children to read
fluently and write properly before they enroll for ECD B. Parents have a limited
knowledge on Early Childhood Development programme.
 Parental involvement is very low, that there is no communication between the school and
home and this has proved that the level of education in stakeholders is a barrier in their
conceptualization of ECD programme.

5.3 Recommendations

Based on the research conclusions, the researcher recommends that:

28
  Parents should be educated on how young children learn.
 It is also recommended that administrators of primary schools should improve the
knowledge of stakeholders on ECD programme, through workshops and ECD parents
meetings. Parents should be fully involved in ECD programme they are the ones who
knows a child better than anyone else.
 This study recommends that future studies need to make a comparison between parents
in rural areas and those in towns, their level of conceptualization of ECD programme.

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Appendix 1
Great Zimbabwe University
Robert Mugabe School of Education and Culture
Department of Educational Foundations

Parents’ conceptualization of Early Childhood Development programme

Interview Guide for the teachers

36
1. What is the current enrolment in your ECD classes?

2. What are the drivers for the low enrolment at your school?

3. What are the approximate distances that children cover to get to school?

4. How do parents participate in the ECD curriculum practices at your school?

5. Do parents send their children to school every day? Explain your answer.

6. What do parents expect you to teach in ECD classes?

7. Do parents attend school functions? Explain your answer.

8. How does parental level of education affect attitudes towards ECD A programme ?

9. What resources have parents donated to the school?

10. How many times per term do you engage ECD learners’ parents meeting at your school?

11. What is the distribution of funds or levies towards the ECD programme?

12. Do you have adequate resources for the ECD classes? Yes □ no □

Appendix 2

Great Zimbabwe University

Robert Mugabe School of Education and Culture

Department of Educational Foundations

Parents’ conceptualization of Early Childhood Development programme.

37
Questionnaire for the school administrators

My name is Mlambo Patience a student at Great Zimbabwe University who is undertaking a

Bachelour of Education Honors Degree in ECD. I am conducting a research on Parents’

Conceptualization of ECD Programme in Gutu District. You have been purposively selected to

take part in the study as a respondent to the accompanying questionnaire. The information you

will provide will only be used in this study to ensure anonymity and confidentiality. Your

assistance in accomplishing this research will be gratefully appreciated.

1. High fees are contributing in the enrolment of ECD learners? Yes No

2. ECD outdoor play area and the classrooms are not appealing? Yes No

3. Are the teachers trained for ECD education? Yes No

4. Is the ECD programme beneficial to the children? Yes No

Explain your answer:

38
 5. What is being taught to children at your school?

6. In what age do you take your children to ECD, A?

4 years 5years 6years others specify
7. What do you want your children to be taught at ECD level?

8. What are your cultural beliefs towards ECD programme?

9. What resources have you contributed to your school?

10. What do you know about ECD programme?

11. What is the distribution of levies funds towards ECD programme?

12. Are the facilities enough and age appropriate? Yes No

Explain your answer

13. What can be done to lessen the challenges?

39
 Appendix 3

Great Zimbabwe University

Robert Mugabe School of Education and Culture

40
 Department of Educational Foundations

Parents’ conceptualization of Early Childhood Development programme.

Focus Group Discussion for parents.

1. What are the approximate distances that children cover to get to school?

2. ECD outdoor play area and the classrooms are not appealing? Yes No

3. High fees are contributing to the low enrolment of ECD learners Yes No

4. What is Early Childhood Development?

5. What do you think children benefit from ECD programme?

6. What do you expect teachers to teach in ECD classes?

7. How are you contributing towards ECD programme?

8. What are the children benefiting from ECD programme?

9. What resources have you donated to the school?

10. How many times do you come for ECD parents meeting at school?

11. Are you benefiting from the distribution of funds and levies towards the ECD programme?

Yes No

12. What can be done to overcome the challenges?

vii

41