Supportive Curriculum Framework for Remote Learning in Tanzania Early Childhood Education: Insights From the COVID-19 Pandemic

Abstract

The present study aimed at proposing an emergence-responsive curriculum framework for remote learning in Tanzania early childhood education (ECE). The qualitative research design was adopted using rapid literature review and document analysis as the main approaches for data collection. The rapid literature review involved only 22 articles while document analysis involved the Tanzania curriculum for ECE. Data were analyzed thematically. From the data analysis, it has been found that the implementation of remote learning in ECE worldwide came with both opportunities and challenges. Also, it was revealed that the current ECE curriculum could hardly accommodate remote learning. Furthermore, various lessons emerge from the implementation of remote learning in ECE globally. Above all, the proposed curriculum framework includes various aspects that influence effective curriculum implementation. Therefore, the study calls for the adoption of the proposed crisis-responsive curriculum framework in Tanzania ECE and other parts of the world for realizing effective remote learning sustainably.