KATSANDE PRECIOUS

R2313767Q

Zimbabwe Children's Act

Professional ethics in operating and managing ECD centres

The Children’s Act in Zimbabwe is informed by the United Nations Convention on the Rights of
the Child (UNCRC) which Zimbabwe ratified in 1990. The Act plays a crucial role in informing
and shaping policies related to Early Childhood Education (ECE). This legislation is designed to
protect the rights and welfare of children, ensuring that they receive appropriate care,
education, and protection from neglect and abuse. The Act emphasizes the importance of the
best interests of the child, which is a fundamental principle that guides all decisions affecting
children.

The Children’s Act establishes a legal framework that mandates the provision of education for
all children, including those in early childhood settings. It recognizes that early childhood is a
critical period for development and learning. By setting standards for educational institutions,
the Act ensures that children have access to quality education that promotes their physical,
emotional, and cognitive development. The (ACRWC) is in support of it according to article 11.
Therefore to promote this right to education the ECD centeres must have well trained ECD
specialist who must seek for donors to assist vulnerable and opharns for example Plan
international, UNISEF, beam,the school fees must be affordable,enrolment must not be biased
even school uniforms must be affordable to every child so that it boost a sense of belonging in
learners. (Thomas,2020) It sets a standard for government policy makers to prioritize
investment in early education and allocate resources to ensure its availability and affordability

One of the primary objectives of the Children’s Act is to prevent neglect and ill-treatment of
children. This includes provisions that protect young children from being left unattended or
subjected to harmful environments. In an ECE context, this means that ECD centres must
provide safe spaces where children can learn without fear or harm or neglect. The inclusion of
article 21 in the ACRWC reflects a commitment to safeguard children ' right and ensuring their
healthy development . It acknowledges that harmful social cultural practices can have severe
and lasting negative consequences for children , both physically and emotionally (Tadious,
2020)

The Act also addresses children’s rights to health care and nutrition, which are essential
components of effective early childhood education. Healthy children are better able to engage
in learning activities. The legislation encourages parents and guardians to provide adequate
nutrition and medical care for their children, thereby supporting their readiness for school.
According to the Statutory Instrument 106 of 2005 it stipulates that all ECD centers must be
kept clean and all staff members must go under medical examination by qaulified medical
offers including x -ray. ECD centres must have feeding programs . The Mcmillane sisters
propounded that an ECD learner must have at least one hot meal per day. Therefore as ECD
educators should advocate for feeding programs on their centres. A nutritional garden which
consists of nutritional food such as beans, carrots and fruits is also an added advantage to ECD
centres.

The Children’s Act emphasizes inclusivity by recognizing the needs of vulnerable children such
as orphans and those who are from improverised backgrounds, or disabled children. It
mandates that educational programs be accessible to all children regardless of their
circumstances. This inclusivity is vital for ECE as it ensures that every child has an opportunity to
participate in early learning experiences. Article 13 of the ACRWC highlights the right of
children with disabilities to special measures of protection ,care and education. It calls for the
removal of barriers that hinder their participation in society and emphasizes the importance of
inclusive education ( Shayne , 2021). Therefore as educators we should ensure that they are
not excluded or marginalised but rather fully intergrated into society.

The Act encourages community involvement in the upbringing and education of children. It
recognizes that families and communities play a significant role in supporting children’s
development during their early years. By fostering partnerships between families, communities,
and ECD centres, the Children’s Act promotes a holistic approach to early childhood education.
Article 18 of the ACRWC also emphasize the rights of children to live in a supportive family
environment. ( Mawere,2022) It recognises that the family unit serves as the primary source of
love , care, and support for children, providing them with a sense of belonging, security and
emotional well - being. That is giving them shelter, food, clothes, paying their school fees, to
mention just a few.

To ensure quality ECE services, the Children’s Act may include provisions regarding the training
and regulation of educators working with young children. Qualified educators are essential for
delivering effective early childhood programs that meet developmental needs while adhering to
safety standards outlined in the legislation. Guided also by the Nziramasanga Presidential
commission of 1999 which stipulates that all ECD teachers must be qualified. Therefore ECD
centres must refrain from employing para-professionals. Jibril (2007), whatever input can be
made into an educational programme, it will be of little benefit if the teacher is unskilled, poorly
trained or even ignorant.

Lastly, the Zimbabwe Children’s Act informs Early Childhood Education by establishing a legal
framework focused on children’s rights, ensuring protection against neglect and abuse,
promoting health and nutrition, advocating for inclusivity among vulnerable populations,
encouraging community involvement in children’s lives, and regulating educator qualifications.
References:

1. United Nations Human Rights Office of the High Commissioner, "Zimbabwe: Ratifications of the
Convention on the Rights of the Child and its Optional Protocols,"

2. Ministry of Primary and Secondary Education, Government of Zimbabwe, "Early Childhood

3. Ministry of Primary and Secondary Education, Government of Zimbabwe, "National ECD Service
Standards (2006),"

4. Ministry of Primary and Secondary Education, Government of Zimbabwe, "Code of Ethics for Early
Childhood Development Practitioners (2011),"

5. Ministry of Public Service, Labour and Social Welfare, Government of Zimbabwe, "National Action
Plan for Orphans and Vulnerable Children (2016-2020),"

Professional Ethics in Operating and Managing Early Childhood Development (ECD) Centres

Professional ethics in the context of operating and managing Early Childhood Development
(ECD) centres refers to the moral principles and standards that guide educators, administrators,
and staff in their interactions with children, families, colleagues, and the community. These
ethical guidelines are essential for ensuring that all practices within ECD centres prioritize the
well-being of children while fostering a safe, respectful, and nurturing environment.

The primary focus of any ECD centre should be on the best interests of the child. This includes
recognizing each child’s unique needs, rights, and potential. Educators must ensure that their
actions promote children’s development holistically—emotionally, socially, physically, and
cognitively. According to the ecological system the child is at the centre of everthing that is
when planning the curriculum consider the child, when extracting media consider the child. This
includes providing a safe and secure environment, promoting healthy development, and
addressing the diverse needs of each child. As stated in the NAEYC Code of Ethical Conduct,
early childhood professionals must “respect the dignity, worth, and uniqueness of each
individual child and family. (Bredekamp, 1997).

ECD centres should strive to create an inclusive environment that respects diversity in culture,
language, abilities, and socio-economic status. This means providing equitable access to
resources and opportunities for all children regardless of their background.This requires ECD
centre operators and managers to be aware of and respect different cultural, ethnic, linguistic,
and socioeconomic backgrounds. It is also essential to provide inclusive practices for children
with disabilities. ( Richardson ,2004). Another key aspect of Article 13 of the ACRWC is the
emphasis on removing barriers that hinder the participation of children with disabilities in
society. These barriers can take various forms including physical, social, attitudinal obstacles.
Physical barriers may encompass inaccessible buildings ,transportation and public spaces while
social barriers may involve stereotypes, discrimination and stigmatization ( Ezra , 2020).

Educators should engage in ongoing training to stay informed about best practices in early
childhood education. This commitment to professional growth ensures that they can provide
high-quality care and education while adhering to ethical standards. Akinrotimi and
olowe(2016) strongly acknowledge that earlychildhood educators with appropriate training and
qualifications provide more developmentally appropriate,nurturing and responsive education
and care for young children. A study conducted by the National Institute of Child Health and
Human Development in conjunction with the Early Child Care Research Network in 2002 also
established that teachers who were first degree holders in ECD provided higher quality learning
experiences to young children than their less qualified counterparts (Boyd, 2013) . For this
reason, Akinrotimi and olowe (2016)assert that the teacher holds the key to successful
implementation of any educational enterprise- including ECD. As submitted by Jibril (2007),
whatever input can be made into an educational programme, it will be of little benefit if the
teacher is unskilled, poorly trained or even ignorant.

Building strong partnerships with families is vital for supporting children’s development.
Educators should communicate openly with parents about their child’s progress while
respecting family dynamics and cultural differences. Normalise having consultation days,
involve parents on sports days, graduation day and prize giving day at your ECD centres. Let the
School development commitee (SDC) be involved in also.

ECD centre operators must hold themselves accountable for their actions and decisions. This
involves adhering to established policies, seeking feedback from stakeholders (including staff,
parents, and community members), and being willing to address any ethical dilemmas that
arise.

Educators have a responsibility to advocate for children’s rights within the broader community
context. This includes promoting policies that protect children from harm and ensuring they
have access to quality education.

In summary, professional ethics play a critical role in guiding the operation and management of
ECD centres by establishing standards that prioritize children’s welfare while fostering trust
among families and communities. lmplementing structured frameworks can help educators
navigate complex ethical situations effectively. These frameworks typically involve identifying
the issue at hand, considering relevant ethical principles, evaluating possible courses of action,
making a decision based on sound reasoning, and reflecting on the outcome afterward.
References:

Convention on the Rights of the Child (CRC). (1989). United Nations. Retrieved from

Head Start Program Performance Standards. (2020). U.S. Department of Health and Human Services.

National Association for the Education of Young Children (NAEYC). (2020). Code of Ethical Conduct.

Early Childhood Australia. (2016). Code of Ethics. -ethics.pdf. Legal and Ethical Frameworks Informing
Early Childhood Education (ECE)