This study reports the findings of a research project on Zimbabwean infant teachers' perceptions of the curriculum for children in grades one, two and three. There was general consensus among infant teachers on what they believed to be the three most important subjects on their curriculum. A notable result of the study was that the subjects that children enjoy learning most are regarded as being the least important by their teachers. These subjects are allocated less teaching time than certain other subjects and teachers rarely keep records of children's progress in them. The study concludes that Zimbabwean infant teachers have been poorly socialized into the nature and purpose of children's curricula, and recommends that teacher training programmes for infant teachers be revised accordingly in this aspect.
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