The impacts of culture and religious diversity on Early Childhood Development (ECD) learners a case of primary schools in Mudzi District of Mashonaland East Province, Zimbabwe

This study focused on the impacts of culture and religious diversity on Early Childhood Development (ECD) learners a case of primary schools in Mudzi District of Mashonaland East Province, Zimbabwe. The main research objectives are; to examine how cultural and religious diversity influence the social development of early childhood learners, to investigate how family and community values related to culture and religion influence early childhood development, to explore potential challenges and barriers faced by early childhood learners in culturally and religiously diverse environment and to analyze the role of educator in supporting early childhood learners from diverse cultural and religious backgrounds. The study was informed by the Socio-Cultural Theory of Cognitive Development which was postulated by Vygotsky. Several concepts were unpacked in the literature review. This was meant to unpack the mystery behind those concepts hence it will be easy for the local people of the study area to have an in-depth understanding of the hidden concepts. The study used a number of data collection tools which include; the questionnaire, field observation and face-to-face interviews. This was meant to capture a broad spectrum of data which cannot be obtained by using only one tool. From the research findings, it was noted that culture and religion play an important role towards the social development of learners. In addition, there is a close link between family and community values to culture and religion to early childhood development. Early childhood development is associated with a number of barriers which if remain unsolved, young children will face a big challenge in trying to see themselves attaining the desired qualities. In trying to mold the learners with desired qualities, teachers and their administrators should work tirelessly to maintain equity among learners.