Sociology Study, June 2017, Vol. 7, No. 6, 315‐324 doi: 10.17265/2159‐5526/2017.06.002 Issues of Access, Equity, and Quality in Early Childhood Development Programmes in Zimbabwe Rose M. Mugweni a Abstract The paper sought to explore issues of access, equity, and quality in the early childhood development (ECD) sub‐sector in Zimbabwe. The massive expansion of ECD services prompted the author to undertake the study. Data were collected using focus group discussions, individual interviews, document analysis, and observations. Information from literature, research reports, policies, and practices was also analyzed in order to establish the state of affairs in the provision of ECD. The data were analyzed using theme identification methods to solicit emerging issues. Generally, it was found that on issues of access, equity, and quality in ECD in Zimbabwe, there is a quality‐quantity dilemma with qualitative progress less conspicuous than quantitative progress. The resultant specific challenges include: large teacher‐child ratio; lack of parental involvement, lack of trained ECD specialists with expertise in using a play‐based curriculum; and shortage of equipment, material resources, and age appropriate infrastructure. In most ECD settings, there were inadequate health and nutrition provisions. Water, sanitation and health (WASH) facilities were found to be insufficient in most centres. The study recommended that there is need for: equal access to quality early childhood education; provision of infrastructure, provision of ability and age appropriate resources; and health, sanitation, and nutrition services especially in rural settings. Overall, ECD programmes in Zimbabwe should strive to attain quality more than quantity services. The need to train more early childhood specialists who would drive the ECD sub‐sector is emphasized. Keywords Access, equity, quality, quantity, early childhood development Zimbabwe gained its independence in 1980, after almost 100 years of British colonial rule. The colonial era was built on white supremacy, racial segregation, institutionalized violence, and oppression of the majority African population by the white minority. The new government was committed to creation of a socialist state guided by the principles of social justice and equity. Education was declared a human right. It was regarded as a potent tool for social and economic transformation. The provision of early childhood education was therefore regarded as a compensatory act for those who had been denied the opportunity by successive regimes of the colonial era. Later, the expansion of provisions and effective implementation of early childhood education were faced with an unstable macro-economic environment and the fall of the Zimbabwe dollar against major currencies. a Great Zimbabwe University, Zimbabwe Correspondent Author: Rose M. Mugweni, Department of Educational Foundations, P. O. Box 1235, Masvingo, Zimbabwe DAVID PUBLISHING D