The study looked to explore the degree to which standard early childhood development focuses were set up to actualize the new preschool curriculum in Zimbabwe. The curriculum is one of the basic and central components of powerful educating and learning. Curriculum change assumes a significant job in rebranding instructive practices to get receptive to contemporary national and individual needs. Keeping that in mind, a curriculum survey process in Zimbabwe which initiated in November 2014 finished in another curriculum whose implementation started in January 2017. In this examination, a subjective structure was utilized. Early childhood development (ECD) instructors who were met were purposively examined from four focuses on standard grade schools. Discoveries from the examination uncovered that focuses were putting forth deliberate attempts to concentrate on the new administration. Notwithstanding, discoveries additionally uncovered that early childhood educators and managers needed satisfactory conceptualisation of the updated curriculum, and resources like course books and other fundamental materials explicit to the new curriculum were not yet set up. The investigation prescribed increasingly decentralized and comprehensive dissemination workshops to explain birthplaces, segments, and substance of the updated curriculum; just as progressively vigorous resources activation procedures to address the coursebook, play gear and materials holes emerging from the updated curriculum center.
Keywords: updated curriculum, dissemination, implementation, early childhood development, centres, resources