CONSTRAINTS AFFECTING MEN’S PARTICIPATION IN EARLY CHILDHOOD EDUCATION (ECE): IMPLICATIONS FOR INTERVENTION

Mathwasa Joyce, Sibanda Lwazi

Abstract


A qualitative study grounded in the interpretive paradigm was adopted where four men, four women and four educators were purposively selected, responded to the semi-structured interviews. The aim of the study was to establish the constraints affecting men’s participation in the early childhood education of their children. The researchers observed all the ethical concerns. Data was analysed in easily understood themes. The findings revealed that although all stakeholders fully understood the importance of men in the early childhood education their participation was still minimal indicating that they still faced constraints. The constraints included work-related absence, broken relationships, lack of interest, traditional and cultural beliefs, stereotypes and mothers’ monopoly on the children. The study concluded that for the achievement of early childhood goals, men should improve their participation in early education of children. The study recommends that all stakeholders make a retrospect into how they have contributed to the constraints that men face in their endeavour to change the status quo.

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