PARENTAL PERCEPTIONS OF QUALITY IN EARLY CHILDHOOD DEVELOPMENT IN URBAN BULAWAYO: IS ENGLISH PROFICIENCY OVEREMPHASISED IN ECD CENTRES?
Abstract
In urban Zimbabwe, parental perceptions of quality in early childhood education (ECD) increasingly prioritise English proficiency, often at the expense of mother-tongue instruction and holistic development, creating tensions with national language policies. This study explored parental criteria for ECD centre quality in Bulawayo Central District, assessing the dominance of English proficiency, its impact on children’s development and strategies to align perceptions with policy goals. Employing a pragmatic mixed-methods design, the study integrated quantitative surveys (n=100 parents) with qualitative interviews (n=20 teachers, n=10 administrators), focus groups (n=3 with parents), non-participant observations and document analysis in 13 registered and unregistered ECD centres. Findings revealed that 68% of parents prioritised English fluency, particularly high-income families (76%), with a significant socio-economic association (χ²=9.32, p<0.05), though 24% valued safety and play-based learning. Elite centres allocated 45% of instructional time to English, neglecting arts (15%), physical (10%) and socio-emotional (15%) domains, contrasting with public centres’ balanced approach. Narratives highlighted teachers’ struggles with policy-parental tensions, with public centres demonstrating multilingual resilience. The study extends Vygotsky’s sociocultural theory by positioning parental aspirations as mediators of language use, proposing awareness campaigns, teacher training in multilingual pedagogies and community engagement to bridge policy-practice gaps. Limitations include urban focus and self-report bias, suggesting further urban-rural comparative research. These findings inform Zimbabwean ECD policy by advocating inclusive curricula that balance linguistic and developmental priorities in multilingual urban contexts.
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DOI: http://dx.doi.org/10.46827/ejel.v10i4.6385
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