Early Childhood Education in Zimbabwe: Recent Trends and Prospects

Recent trends in early childhood teacher education in Zimbabwe are reviewed in the context of overall teacher reform. Social tensions which stem from the current system of early education and care are described, together with a survey of beliefs regarding early education held by parents, teachers, and primary school headmasters. The results point to the diversity of meanings attached to early education in Zimbabwe, and the challenge this poses for parents, teachers, and policy makers in Zimbabwe.