Teachers’ Perceptions and Strategies on the Integrated Early Childhood Education Curriculum in Serenje District of Zambia

Abstract

The aim of this study was to establish perceptions of early childhood teachers on integrated curriculum and strategies they can use to improve integrated planning in early childhood centers in primary schools of Serenje District. The study used a phenomenological design on a sample of twelve participants. The study collected data using interviews, classroom observations and document analysis that was analysed thematically. The study found that ministry of education curriculum policy for early childhood education did not support teacher perceptions on integrated curriculum, early childhood teachers positively perceived integrated curriculum, curriculum integration and teachers used integrated curriculum as an alternative to facilitate holistic learner development. The study recommended that the Ministry of Education and its stakeholders work together to revise provisions of the early childhood pedagogical policy guidelines so that it reflects integrated approaches in order to efficiently facilitate the holistic learning through play process of early childhood learners.