Disability-Inclusive Early Childhood Care and Education in Tanzania: Exploring Challenges of Quality Nurturing

Abstract

Background/purpose.Globally, early childhood care and education (ECCE) has become a national priority.In addition to fostering physical, emotional, social, and cognitive development, nurturing care in disability-inclusive ECCE helps shield young children from the harshest consequences of hardship.The purpose of this study was to examine the main difficulties in providing nurturing care in disability-inclusive ECCE.Materials/methods.A collective case study design served as the foundation for this qualitative study.A purposeful sample of 25 participants was selected.Focus groups and semi-structured interviews were used to collect data.Data was analysed in several stages using content analysis.Results.The findings showed that nurturing care was inadequately addressed, even when disability-inclusive ECCE was offered.In ECCE programmes, there were no effective inclusive practices to help children with disabilities reach their full potential.Conclusion.It was concluded that ECCE for children with disabilities was provided in a challenging environment that required immediate interventions.To make disability-inclusive ECCE a feasible procedure, school administration and other stakeholders should overcome the obstacles to nurturing care.