Parents’ Involvement in Early Childhood Education Curriculum Development: A Case of Kaskazini ‘A’ District in Zanzibar

Abstract

This study sought to explore the state of parents’ involvement in early childhood education curriculum development in Kaskazini A District, Zanzibar. The study used the qualitative approach in the light of Grassroot Rationale curriculum development model by Hilda Taba (1962). Face to face interviews and focus group discussions were used to collect data from parents, curriculum developers and Pre-primary Education Officers. Results have uncovered that parents were ineffectively involved in the process of pre-primary curriculum development; they were rather involved in curriculum implementation through participating in school meetings to discuss different issues about their children’s learning in school and home so as to improve their performance. The study recommends that: Firstly, curriculum development bodies should strengthen involvement activities and ensure that the process includes relevant ideas from all the stakeholders, including the parents. Secondly, parents’ involvement should be given priority as it is a way of improving children’s learning during the curriculum implementation. Lastly, effective strategies should be employed by curriculum developers to encourage parents’ involvement in the process of curriculum development.