Inclusion of children experiencing parental separation and divorce in mainstream early childhood development in Zimbabwe

• Published in: Early child development and care Vol. 189; no. 2; pp. 301 - 317
• Main Author: Majoko, Tawanda
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 28.01.2019; Taylor & Francis Ltd
• Subjects: Behavior Problems; Best practice; Child development; Childhood; Children; Classroom Techniques; Classrooms; Data Analysis; Divorce; early childhood development; Early Childhood Education; Educational Finance; Emotional support; Foreign Countries; Inclusion; parents; Parents & parenting; Preschool Children; Preschool Teachers; separation; Separation Anxiety; Student Needs; Student Participation; Teacher Attitudes; Teachers; Teaching; Young Children; Zimbabwe; Zimbabwe
• ISSN: 0300-4430; 1476-8275
• DOI: 10.1080/03004430.2017.1319826

This study examined teachers' strategies for inclusion of children experiencing parental separation and divorce in mainstream early childhood development (ECD) in Zimbabwe. Entrenched in international research findings on best practices in inclusion and support for children experiencing parental separation and divorce in mainstream education, this descriptive study drew on a purposive sample of 23 mainstream ECD teachers. Thematic data analysis, which involved identification of themes founded on commonalities and patterns evident in document analysis, observational field notes and interview data, was utilized. Despite participants' inadequate preparation to manage children with behavioural challenges and motivate active participation and involvement of all children in mainstream pedagogy, they held positive dispositions towards inclusion. Participants institutionalized collaborative structures and cultures, structured child-centred activities, support systems, emotional support, educational support and behavioural support to include children experiencing parental separation and divorce in mainstream classrooms. This study is a springboard for future studies on the subject.