Conceptualizing Early Childhood Education in Bangladesh through the Lens of Parents, Educators and Policymakers

Diplôme Thèse Conceptualizing Early Childhood Education in Bangladesh through the Lens of Parents, Educators and Policymakers eng 2025-08-25 2025-08-25 author Rashid Rafiath 914318 director Akkari Abdeljalil 0000-0002-4396-2635 27488 Section des sciences de l'éducation (SSED) 246 10.13097/archive-ouverte/unige:187441 urn:nbn:ch:unige-1874414 FPSE 919 This doctoral research explores the understanding and conceptions of early childhood education (ECE) in Bangladesh from the perspectives of parents, educators, and policymakers. The research aims to bridge the knowledge gap regarding the need for, relevance of, and role of ECE in Bangladesh. This study is particularly significant as Bangladesh plans to expand pre-primary education to two years under the National Pre-primary Operational Framework. The research uses Urie Bronfenbrenner's Ecological Systems Theory and Charles Super and Sara Harkness's developmental niche framework. These theories highlight the influence of belief systems and cultural contexts on perceptions and practices related to ECE. The study employs a qualitative-exploratory method involving focus group discussions with parents, key informant interviews with educators and policy practitioners, and a review of relevant literature. Data was collected from five districts across five divisions of Bangladesh, representing four different ECE provisions in Bangladesh. Findings reveal a complex interplay of cultural beliefs, socioeconomic factors, and policy influences shaping ECE in Bangladesh. Three key findings came out from this research. Firstly, many common factors have been found in the perceptions of parents and educators, starting from their belief in childhood and moving to the role of ECE in children’s development, the ideal age of children for ECE, and the way they defined quality in ECE. Secondly, the contrasting realities of educators from different ECE provisions were clear from their responses regarding resources, policies, and parental expectations. Thirdly, there is a discord between policymakers' expectations and priorities, and the reality of parents and educators. This research reveals a gap between the perspectives of parents and educators at the micro level and those of policymakers at the macro level. It compares the ‘intended belief’ derived from the policy documents with the ‘actual belief’ of stakeholders. This thesis recommends policy interventions to ensure quality standards addressing the versatility of the sector, address resource disparities, and promote culturally responsive ECE curricula. It also recommends further research to explore the cost-effectiveness of different ECE models, measure quality across provisions, and investigate the inclusion of marginalized children. By providing a comprehensive understanding of ECE from multiple perspectives, this research offers valuable insights for policymakers, practitioners, and researchers working to strengthen the ECE sector in Bangladesh. Early Childhood Education Bangladesh Parents' perception Educators' perception Policymakers' perception Policy Practice Dewey 370 109 Section des sciences de l'éducation 72 false 747 Equipe de recherche en dimensions internationales de l'éducation (ERDIE) ba2232b9-dc05-4bf6-b343-18c27408700f Thesis Private Doctoral_Thesis_No._919_Rafiath_Ras.pdf 2086712 application/pdf b76fd55437f9f0c212db3efaad43e85910c88e3fc2a4f16266d711cebd92480b b3460ee5-bb34-4218-8f52-1831cea5b96c Imprimatur Public Imprimatur_signé_RASHID_R..pdf 40905 application/pdf f2f4e942b00b30603940a33020351dfea6fa121bf526e7dd5521f9cd140c75f6 closedAccess Faculté de psychologie et des sciences de l'éducation / Section des sciences de l'éducation

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Conceptualizing Early Childhood Education in Bangladesh through the Lens of Parents, Educators and Policymakers				2025	231	13

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