Peer-reviewed article
PARENTAL PERSPECTIVES ON EARLY CHILDHOOD EDUCATION IN BANGLADESH
Mariam Khatun, Marzia Khatan Smita ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This qualitative study explored how parents in Bangladesh view early childhood education through interviews with 47 people across three cities. Parents expressed diverse perspectives on child development, cultural values, economic barriers to access, and the need for better collaboration with educators. The findings highlight the importance of balancing traditional values with educational innovation when designing early childhood programs in Bangladesh.
Key points
- Parents prioritize holistic development of children in early childhood education
- Cultural values and educational aspirations shape parental perspectives
- Socio-economic challenges and access barriers prevent some families from participating
- Parents have positive views of early intervention in child development
- Parents desire more communication and collaboration with educators
Limitations
This qualitative study captures parental perspectives but does not evaluate the effectiveness of any early childhood education programs or interventions. The findings are based on interviews from three cities and may not represent all regions of Bangladesh.
Abstract
This study used a phenomenological qualitative approach to explore the intricate landscape of early childhood education in Bangladesh, focusing on the perspective of parents. The study involves 47 people from three different cities, using in-depth interviews to discover a diverse range of experiences. The application of thematic analysis uncovers six fundamental themes that encompass the various aspects of parental perspectives. The themes encompassed in this study consist of prioritizing holistic development, cultural values and educational aspirations, socio-economic challenges and access barriers, positive perception of early intervention, desire for communication and collaboration with educators, and the need to balance tradition and innovation in education. Through an examination of these issues, the study not only sheds light on the complex nature of parental attitudes but also offers crucial insights for the development of policies and the creation of early childhood education Programs in Bangladesh. The results emphasize the significance of considering cultural, economic, and educational subtleties to develop comprehensive and efficient solutions that align with the varied parental perspectives throughout various regions of Bangladesh.