Early Childhood Development Teachers’ Preparedness in Implementing the Competency-Based Curriculum in Zimbabwean Classrooms

The shift from content-based to competency-based curriculum (CBC) in early childhood development represents a fundamental transformation in educational philosophy and practice, emphasising the development of knowledge, skills, values, and attitudes rather than mere content mastery. This study examined the preparedness of Early Childhood Development (ECD) teachers to implement competency-based curricula effectively in their classrooms. The research investigates teachers' understanding of CBC principles, their pedagogical competencies for delivering competency-oriented instruction, their capacity to conduct authentic assessment of learner competencies, and their perceptions of readiness to facilitate holistic child development within the CBC framework. A qualitative case study design was employed, involving selected schools in Harare Metropolitan. Data was collected through semi-structured interviews, classroom observations, and document analysis. Purposive sampling was employed to sample 3 ECD teachers, 3 school heads, and 2 curriculum officers. Data was analysed through thematic analysis. Preliminary findings suggested that while ECD teachers demonstrated enthusiasm toward the competency-based approach, significant gaps existed in their preparedness to implement it effectively. Many teachers lack adequate pre-service training in CBC methodologies, have a limited understanding of authentic assessment techniques appropriate for competency evaluation, and face challenges in balancing developmental appropriateness with competency achievement expectations. Furthermore, inadequate learning resources, large class sizes, and insufficient opportunities for continuous professional development emerge as critical barriers to effective implementation. The study recommends comprehensive in-service training programs focused on CBC pedagogies, development of teacher support materials and resources, establishment of professional learning communities for collaborative practice, and revision of teacher education curricula to incorporate competency-based instructional approaches. These findings have significant implications for policy-makers, teacher education institutions, and school administrators in strengthening teachers' capacity for successful CBC implementation.