In a bid to promote equitable access to early childhood development (ECD) programs, the Government of Zimbabwe directed that all primary schools should with effect from 2005 enroll at least one class of preschool children, to be known as Zero Grade. Plan Zimbabwe has been part of the efforts to roll out and implement this policy directive in five out of the eight administrative provinces of the country. So far the ECD classes have proved to be a success with parents and children alike. They allow children to be prepared for school in a school environment, under qualified personnel and a professional administration. The concept fulfils the children’s rights to protection and development. The new approach to ECD has however not been without its own challenges. The policy directive was not accompanied by any form of financial support. There was also very little technical support to schools to enable them to properly handle this tender age. This is the gap which plan Zimbabwe sought to fill. This paper examines the foundations of the zero grade (ECD) concept in Zimbabwe and highlights key lessons and experiences learnt during the implementation of the program. It analyses the challenges faced by schools, children and parents and offers some highlights on how Plan Zimbabwe has helped to overcome these challenges.
