Zimbabwe: A teacher’s inspiring dedication to early childhood education
Story highlights
- Ellen Gava is an early childhood development teacher at Seke 7 Primary School in Chitungwiza—a high-density surbub and one of the largest urban settlements in Zimbabwe.
- Ellen and her school strive to ensure that children have equitable access to quality early learning and develop the foundational skills critical for all other learning.
- GPE supports early learning in Zimbabwe through teacher training, production of learning materials and community engagement activities.
Growing up, Ellen Gava loved playing the role of a teacher in childhood games. Those early moments have blossomed into a joyful reality. Her classroom is alive with the vibrant energy and boundless curiosity of 37 students aged 4 and 5.
"I was born to teach," she declares.
Despite the immense challenge of managing such a large class, the 37-year-old early childhood development (ECD) teacher faces each day with unwavering dedication. She rigorously preparers lessons and adopts a play-based method that is enjoyable and inclusive, creating a nurturing and dynamic learning environment.
Becoming a teacher
Ellen completed a Diploma in Education, with a specialization in ECD, at Morgenster Teachers College in 2009. In 2011, she became an ECD teacher at Seke 7 Primary School in Chitungwiza, a densely populated suburb 20 kilometers from Zimbabwe’s capital, Harare.
In 2016, while teaching, Ellen took on the daunting task of self-financing a Bachelor of Early Childhood Education at the University of Zimbabwe. Despite significant financial constraints, especially as a single mother, she persevered and obtained her degree in 2020.
Meet Ellen
“As a young teacher in training, I learned that ECD focuses on the development of children from 0-8 years old. Today, I know that the growth and development of young children largely depends on the kind of attention they get from their caregivers, teachers and parents.
I have seen how healthy attachment to caregivers can positively impact students, both at school and home. For ECD teachers, it is not just about imparting knowledge; it is also about care, support and love.
I have also seen how ECD activities—games, drama, storytelling and retelling—help build students’ self-esteem and confidence, which are crucial for later learning.
Yvonne came to my class when she was 5 years old. For nearly six months, I did not hear her say one word in class. It was during a drama play that I saw her smile for the first time. After that, she opened up and became an active pupil in my classroom. I was so happy to see her flourishing.”
“As early learning is the basis for the development of every young child’s personality, talent and skills, I think ECD programs deserve to be prioritized. The ECD syllabus is the foundation for lifelong learning: it prepares children for the subject areas they will encounter in later schooling.
ECD is a transformational stage in a child’s education and bridges the gap between home and school. The child transitions from being dependent to independent largely through the acquisition of self-help skills, such as adhering to toilet routines and building social skills.
The development of fine motor skills, gross motor skills, visual and auditory discrimination, to mention just a few, is necessary for the later primary school years, and beyond.
Desire, a 4-year-old student, came to school without having been potty-trained. Desire was very shy; he did not express himself at all. It is only through our patience, love and attention, and interaction with his classmates, that he learned how to use the toilet.”
“Parental involvement is important for learning to take place. A child can be referred to as a pot over a three-stand fireplace, with the three stands representing the parent, teacher and school administrators. If one of the stands is negligent or does not perform effectively, it will compromise the quality of the student’s education and holistic development.
At school, I assume the roles of teacher and caregiver in guiding students, and safeguarding their well-being is my goal. ECD teachers can guide parents on what is best for the growth and development of their children, for example, participation in extracurricular activities. Parents might sometimes disagree with me on certain issues, but that will never affect the love and attention I give to their children in my classroom.
I taught a student who had spent much of his early life watching cartoons and mimicking their behavior. Recognizing this, I allowed him to express himself, while I gently guided him towards achieving educational goals. This is an example of how ECD can help bridge the gap between a child leaving home and beginning their schooling."
Committed to making a difference
Ellen lives and teaches in a community marked by economic deprivation. Many of her students come from vulnerable households, making it challenging for them to access quality education.
With her strong belief in the power of foundational learning, Ellen is committed to ensuring every child receives ECD, even if she must go beyond the call of duty.
Ellen interacts with parents and caregivers to understand students' circumstances and needs. On one occasion, she helped an orphaned child living with her grandmother, who had no source of income.
Ellen worked tirelessly to secure food assistance through a local NGO and registered the child to the Basic Education Assistance Module (BEAM), an enhanced government social protection scheme project to waver school tuition.
While she cannot support every child single-handedly, she is a small piece in a larger puzzle that ensures students receive the attention and care they require in this critical developmental stage.
At my school, we leave no child behind
“Inclusivity must be prioritized from the beginning of a child’s school career. I am proud that my school ensures all children—regardless of disabilities, learning difficulties or socioeconomic status—get the same opportunities to learn.
Financially vulnerable students are enrolled in BEAM, and uniforms and learning materials, including books, pens, crayons, pencils, toys and textbooks, are sourced for them by the school.
Currently, we have three young children with learning difficulties. They will receive disability screening for appropriate placement at age 7 if their challenges persist. Depending on their needs, the child can be given the necessary resources or referred to a resource unit.”
What makes a classroom inclusive?
“ECD classrooms should be physically accessible, to ensure children's safety and comfort. Teachers play a crucial role in creating an inclusive learning environment by recognizing and assessing children’s individual needs, tailoring instruction and ensuring all students have equitable access to resources. Teachers should keep abreast of the latest inclusive practices.
Learning materials should reflect a variety of abilities, cultures and family structures to make all children feel welcome and give them the opportunity to develop their skills.
True inclusivity also addresses stereotypes and discrimination. Students who discriminate against others must be held accountable, and all students need to be educated about different backgrounds and identities. The environment should acknowledge and appreciate learner diversity, not try to suppress it.
An inclusive ECD setup includes child-appropriate toilets and furniture, outdoor play equipment and a variety of toys, and facilities like rails and wide doors for toilets for physically challenged learners. Learning centers should foster creativity, critical thinking and problem-solving skills in all learners.”
The latest training Ellen received was to guide teachers on learner profiling. This exercise aims to develop a comprehensive learner database in Zimbabwe, serving as a centralized system for data on learner profiles to help the government make informed decisions about education and social policies.
Ellen’s work highlights the integral role of teachers in implementing government initiatives and the need for continuous teacher training.
Ellen's mission
“My goal as an ECD teacher is to create an inclusive learning environment that caters to the holistic development of my students, including their physical, social, mental and emotional growth.
My approach focuses on teaching students according to their unique needs and capabilities. I use learner-centered approaches, innovative teaching strategies and a variety of ways to keep students engaged. This requires rigorous preparation and content knowledge before standing in front of the class.
I believe strongly in teacher involvement. Children learn best through imitation, so if you ask them to jump, you should jump with them—it motivates them to participate.
I recognize that my students come from diverse backgrounds and reach out to all of them, regardless of their religious affiliation or social circumstances. I gather essential information about my students from the start, using it to enhance their learning experience and create a favorable environment.
These past 13 years have been filled with adventure, and I have been fortunate to progress within the school. My dream is to pursue a doctorate in the future and further contribute to ECD in my country.”
Zimbabwe’s partnership approach to equitable and quality education
Ensuring equitable access to quality education through foundational learning requires a collaborative approach. GPE is a key partner to the government of Zimbabwe in supporting ECD, through funding the training of teachers, production of learning materials and community engagement activities.
Since 2014, UNICEF has worked closely with the government and other partners to implement over US$90 million in GPE grants to help transform the lives of children across the country: $23.6 million (2014-2016), $42.2 million (2016-2022) and $32.2 million (2023-2026).
These funds have contributed to creating a more equitable and inclusive education system, leading to improved learning and life opportunities for children in Zimbabwe.
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