Middle-class parents’ perceptions of early childhood education for children aged 3 to 5 years in Dhaka, Bangladesh

Abstract

This study investigates the perceptions, beliefs, and attitudes of middle-class parents in Dhaka, Bangladesh, concerning early childhood education (ECE) for children aged 3 to 5 years. Employing a qualitative approach, the research draws on findings from two focus group discussions—one comprising mothers and the other fathers of preschool-aged children not yet enrolled in school—and six in-depth interviews with mothers. The analysis reveals that both mothers and fathers commonly value home-based, informal modes of early learning, emphasizing the importance of family involvement, play, and natural development over formal school enrollment at an early age. Parents express concerns regarding academic pressure, child readiness, safety, affordability, and the quality of available preschool options. Financial limitations and social expectations also shape their hesitancy toward early enrollment, with a widespread belief that structured education should ideally commence around age five. The study highlights that differentiated parental experiences and roles further nuance perspectives on early education, as revealed through individual interviews with mothers. These findings underscore challenges rooted in the educational system, including diverse levels of children's preparedness upon entering formal schooling and the complex demands faced by educators. The research calls for targeted policy and community interventions to enhance awareness, improve accessibility, and ensure the affordability and quality of ECE provision. By providing new insight into both maternal and paternal viewpoints within Dhaka’s urban, middle-class context, this work contributes to a more comprehensive understanding of barriers and opportunities for children’s participation in early childhood education in Bangladesh.