Exploring School Readiness and Transition Dynamics: Enablers and Disablers in Early Childhood Education Programmes of Zambia

Abstract

This qualitative study investigated the complex issues and dynamics associated with the transitions in early childhood education (ECE) within Kabwe, Kapiri, and Choma districts of Zambia. Utilising an exploratory methodology, the research thoroughly explored the various factors that impacted school preparedness and the progression from early childhood education to primary schools. Diverse perspectives from parents, educators, community leaders, and legislators were examined through in-depth interviews, focus groups, and participant observations. The results of this study shed light on several significant factors such as limited parental involvement arising from knowledge gaps and financial constraints, digital inequality affecting children’s adaptability, and the absence of well-structured transition programmes leading to mismatches in instructional approaches. Thematic analysis reveals nuanced insights, emphasising the crucial role of digital inclusion initiatives, programmes promoting parental engagement, and collaborative efforts between ECE institutions and primary schools.