Our #WCW today is Ellen Gava, a teacher who strives to ensure that children have equitable access to quality early learning and develop the foundational skills critical for all other learning.

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 prepares lessons and adopts an enjoyable and inclusive play-based method, creating a nurturing and dynamic learning environment.

Becoming a teacher

Ellen completed a Diploma in Education, specialising in ECD, at Morgenster Teachers College in 2009. In 2011, she became an ECD teacher at Seke 7 Primary School in Chitungwiza.

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.

My name is Ellen Gava. I was born in Harare, Zimbabwe, in 1987. I like reading and travelling, and I am a Christian. I work as an ECD teacher and am the teacher in charge of the Infants Department at Seke 7 Primary School in Chitungwiza. I have two children, a handsome son and a beautiful daughter, and I am proud to have taught them both for their two years of ECD. I also run a small poultry business.

When I began my teaching studies in 2006, people did not understand the value of ECD. Fellow trainee teachers would look down on us for choosing to teach the young children; you had to have a lot of courage to take the ECD course.

Nowadays, parents appreciate the contribution of ECD and are willing to send their children for early learning. Still, then it was deemed a waste of resources, especially in rural areas, while working mothers tended to think of ECD teachers as professional baby-minders.

After starting my ECD studies, I soon realized that I had the qualities required to embark on a career: a genuine interest in supporting the growth and development of children, patience, a good command of language appropriate for young learners, being a team player, and an ability to adapt to both familiar and unfamiliar classroom situations.

My job as an ECD teacher requires intrinsic motivation. Being an ECD teacher is more than a “normal” job. Your love for the children in your care plays the leading role. My major measure of success and pleasure in my work is seeing the children happy in a friendly teaching and learning environment.

I support children’s growth

“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.”

“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.

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.

“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 Ministry of Primary and Secondary Education has developed the Inclusive Education Policy, which aims at eliminating all forms of barriers to learning and ensuring the fundamental right to education for all. While advocating for the government of Zimbabwe to adopt the policy, the education ministry has developed and distributed an inclusive education handbook to all schools. The handbook serves as a reference for inclusive education implementation.

Additionally, select school inspectors, school heads and teachers, including Ellen, have received training in special needs teaching and supervision.

Professional development and guiding other teachers

Since being promoted to the teacher in charge of the Infants Department at Seke 7 primary school in 2024, Ellen is responsible for supervising other ECD teachers and arranging staff development workshops. She is also the focal person for receiving training from the Ministry of Primary and Secondary Education.

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.

“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 Appreciation, Dandaro Online

Source and images: UNICEF Zimbabwe / Kudzai Tinago