TEACHING NEURODIVERSE EARLY CHILDHOOD LEARNERS: A BIO-ETHNOGRAPHIC STUDY

Authors

  • Daniel L. Mpolomoka Unicaf University, Zambia
  • Moono Muvombo Kwame Nkrumah University, Zambia
  • Namakau Noyoo Kwame Nkrumah University, Zambia
  • Joseph Mwale Kwame Nkrumah University, Zambia
  • Edina Chirwa Zambian Open University, Zambia

DOI:

https://doi.org/10.46827/ejphs.v8i3.223

Keywords:

ECE, Neurodiversity, Inclusive Education, Bio-ethnography, Learner, Teacher

Abstract

This study explored experiences, attitudes and strategies employed by Early Childhood Education (ECE) teachers in teaching neurodiverse learners. The study had three objectives: (1) to explore ECE teachers' experiences and attitudes toward neurodiverse learners, (2) to identify the cultural and institutional factors influencing their approaches, and (3) to examine the strategies and adaptations used to support neurodiverse learners. Vygotsky’s Social Interaction Theory provided the theoretical foundation, emphasizing the role of social context in learning, as interpretivism underpinned the research philosophically, allowing for a detailed understanding of teachers’ lived experiences. A qualitative research paradigm was followed, in particular, the bio-ethnographic approach. To collect data, interviews, observations and field notes were used. Findings revealed that teachers’ experiences were shaped by both positive and challenging attitudes toward inclusion, with institutional factors like resources and training impacting their approaches. Various strategies such as differentiated instruction, sensory adaptations and collaboration with specialists were found to be essential in supporting neurodiverse learners. The study concluded with recommendations for enhanced teacher training, institutional support and the integration of inclusive strategies in ECE classrooms.

 

Author Biographies

  • Daniel L. Mpolomoka, Unicaf University, Zambia

    Dr. Daniel L. Mpolomoka is the Deputy Vice-Chancellor in charge of Academic Affairs at Unicaf University Zambia. He has 16 years of professional experience as a lecturer and researcher. Daniel taught at various government secondary schools before taking up lectureship at Zambian Open University (ZAOU), were he saved in many key administrative positions. His research interests include: Literacy Studies, Technological Education, Open and Distance Education in Higher Institutions of Learning, Adult Education, Special Education and Early Education Studies. Daniel has also published various articles in local and international refereed journals. He is an editorial board / reviewer for many reputable scientific journals.

  • Moono Muvombo, Kwame Nkrumah University, Zambia

    Ms. Muvombo M. Moono is a lecturer at Kwame Nkrumah University in the School of Education, Department of Special Education. She has professional experience of 8 years in Special Education. Muvombo. M. Moono is currently a PhD fellow. She is also a Speech Communication Therapist (Speech, Communication and Language) in the field of Special Education. She is the Co-ordinator of the Early Childhood Education programme in the School of Education at Kwame Nkrumah University. She has also published various articles in local and international refereed journals.

  • Namakau Noyoo, Kwame Nkrumah University, Zambia

    Namakau Noyoo is a lecturer at Kwame Nkrumah University in the school of Education, Department of Early Childhood Education. She has professional experience of 12 years Early Childhood Education. Ms Namakau is currently an Early Childhood Education PhD student.

  • Joseph Mwale, Kwame Nkrumah University, Zambia

    Joseph Mwale is a lecturer at Kwame Nkrumah University in the School of Education, Department of Early Childhood Education. He has seven years of professional experience in early childhood education and is currently a PhD Fellow. Mwale specializes in Pre-Mathematics and Early Childhood Science within the field of early childhood education. He is an accomplished lecturer and has published several articles in both local and international journals.

  • Edina Chirwa, Zambian Open University, Zambia

    Dr. Edina Chirwa is an educator and academic, currently serving as a lecturer in the School of Education at the Zambian Open University (ZAOU). With extensive experience in teacher education, curriculum development and inclusive education, Dr. Chirwa has contributed to the advancement of pedagogical practices in Zambia’s higher education sector. Her academic interests include educational psychology, special education and research methodology, areas in which she has both taught and published. Dr. Chirwa holds a doctorate in education. Through her teaching, mentorship and research, she continues to influence educational policy and practice, playing a vital role in shaping the professional competencies of Zambia’s next generation of educators.

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Published

2025-07-09

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Vol. 8 No. 3 (2025)

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How to Cite

TEACHING NEURODIVERSE EARLY CHILDHOOD LEARNERS: A BIO-ETHNOGRAPHIC STUDY. (2025). European Journal of Public Health Studies, 8(3). https://doi.org/10.46827/ejphs.v8i3.223