Early childhood development renaissance: Parents’ visions and values in the post-pandemic era

Abstract

Background: Parental involvement is integral to the success of early childhood development (ECD) programmes. The onset of coronavirus disease 2019 (COVID-19) and the adoption of remote learning reshaped parental roles, values, and expectations in ECD. Parents assumed greater responsibility for their children’s learning and development, encountering new challenges in the post-pandemic era. While parents remain central to children’s early experiences, their visions, values, and expectations in supporting holistic development remain underexplored.
Aim: This qualitative study explored how parents perceive and envision ECD in the post-pandemic era.
Setting: The research was conducted with parents of young children enrolled in ECD programmes in Chitungwiza District, Zimbabwe.
Methods: Guided by an interpretivist paradigm and qualitative approach, data were collected through semi-structured interviews and focus group discussions with six purposively sampled parents. Thematic analysis was used to identify patterns and actionable solutions.
Results: Findings highlighted parents’ emphasis on meaningful participation in decision-making, prioritisation of children’s developmental needs, equitable access, improved infrastructure, and flexible policies for ECD programmes during pandemics.
Conclusion: The study concluded that the post-pandemic era in Zimbabwe marked a paradigm shift in parents’ visions and values of ECD.
Contribution: This study contributes to the discourse on ECD recovery by informing policy on fostering inclusivity and sustainability in early childhood education. It underscores the importance of transformative learning and enhanced collaboration among parents, schools, and government to strengthen Zimbabwe’s ECD programmes.