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.
