Parents’ perceptions and practices related to children’s self-regulation as a key component of school readiness in urban Dhaka

Abstract

School readiness is an important aspect of early childhood development that extends beyond academic preparation and includes children’s social, emotional, behavioral, and self-regulatory competencies. This qualitative study explored parents’ perceptions and practices regarding children’s self-regulation as a component of school readiness in urban Dhaka. Data were collected through four in-depth interviews (IDIs) and one focus group discussion (FGD) with parents of children aged 3–6 years and were analyzed using thematic analysis. The findings revealed that parents perceived school readiness as involving academic preparedness as well as independence, communication, social competence, emotional regulation, and behavioral control. Parents supported children’s self-regulation through structured routines, responsive guidance, opportunities for independence, and play-based everyday experiences. However, parents also identified challenges including children’s screen use, limited parental time, difficulties managing children’s emotions and behavior, limited awareness of self-regulation, and insufficient institutional support. Although many parents were unfamiliar with the formal concept of self-regulation, they demonstrated practical understanding of its importance through their everyday parenting practices. The study suggests that greater parental awareness, stronger parent–school collaboration, and supportive early childhood practices are needed to promote self-regulation as an essential component of school readiness in Bangladesh.