Supporting Innovation and Industrialisation that Begin in Early Childhood and Extend to the Future
Keywords:
Early Childhood Development , Heritage-Based Education, Industrialisation, Innovation and PhilosophyAbstract
This study explores the role of early childhood education in supporting innovation and industrialisation, with a focus on how these competencies can be nurtured from an early age and sustained into the future. Anchored in the Philosophy for Children (P4C) framework, the research examines how early learning experiences shape creativity, problem-solving, and self-reliance which are critical skills for future innovation and industrial development. Using a qualitative case study of Murewa district in Mashonaland east province of Zimbabwe, data was collected through in-depth interviews and observations. The study population included Early Childhood Development (ECD) learners, teachers, teachers in charge (TIC), and school heads. Simple random and purposive sampling techniques were used to select participants, ensuring broad representation and the inclusion of key informants with relevant experience and insights. Findings reveal that despite limited resources, there are promising where children engage in hands-on activities which lay a strong foundation for innovation and industrial skills. Fostering a culture of innovation from an early age significantly impacts children’s cognitive and social development. The study’s insights contribute to the development of policies and practices that promote innovation and industrialization in early childhood education, ultimately shaping the future of young learners in Murewa District and beyond.
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