NARRATIVES BY PARENTS OF WHAT EARLY CHILDHOOD LEARNERS WERE DOING DURING COVID-19 IN COMMUNITIES IN WESTERN AND EASTERN PROVINCES, ZAMBIA
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Abstract
This paper explores what Early Childhood Education (ECE) learners were doing during the Covid-19 pandemic lockdown. The qualitative study used a narrative approach, employing snowball sampling to select respondents. Data were collected through observation guides and interviews with parents and children, and analyzed using thematic and narrative techniques. Findings revealed that in urban homes, children primarily watched television and played games, with some parents hiring private teachers. In contrast, ECE learners in rural areas accompanied their parents on errands and played with peers, maintaining routines similar to pre-pandemic times. Parents were aware of government initiatives like the "learning on Taonga market" radio program and the Zambia National Broadcasting Corporation (ZNBC) TV4 educational channel. However, challenges included power failures, lack of power sources or batteries, and intermittent connectivity issues. The study observed that effective learning was not taking place for ECE learners during the pandemic, due to various constraints. Parents expressed concerns over the escalating Covid-19 cases, highlighting the need for robust measures to ensure continuous and effective learning for young children. The study recommends incorporating interactive elements such as live teacher-student interactions and hands-on activities into educational platforms to better engage young learners
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