Abstract:
The research focused on exploring the implementation of the Information and Communication Technology (ICT) curriculum in Early Childhood Development (ECD) centres in Gweru high density suburbs. The main objectives were on implementation of the ECD ICT curriculum. The research used positivism paradigm because it believes that everything is based on experience and allows use of both qualitative and quantitative approach. A case study design was used. Sampling was done using probability and non-probability techniques where the sample size was 134 respondents. Data was collected using focus group discussions, interviews and an observation checklist. Data was analysed using thematic analysis and presentation was in the form of text. Findings of the research indicated that approximately 70% of the teachers are owners with certificates in ECD and Para training whereas 30% were either government owned centres employees or affluent pre-schools. Attitude of teachers vary among individuals since teaching the subject is mandatory though effectiveness of the teaching ways become subjective. It was also found out that all the schools do not have laboratories meant for ICT ECD learners in both private and public. The only observable ICT infrastructure in all schools was electricity. The findings on the third objective are that all the ECD centres have at least 2 ICT hardware though the majority of the hardware is not functional. Software was commonly for video games on smartphones but none was witnessed on computers. The researcher concludes that the implementation of the ICT curriculum is weak and being championed by individuals with low qualification. The research recommends further studies in the relationship between teacher qualification and effective implementation of ICT curriculum.
