Teachers’ perceptions of school readiness of preschoolers in urban Bangladesh

Abstract

The study explores how preschool teachers in urban Dhaka, Bangladesh understand children’s readiness for school among children aged 3 to 5 years. It focuses on teachers’ views about children’s preparation for primary school. Data were collected through focus group discussions and in-depth interviews. This research looks at children’s developmental skills and the factors that influence their transition to formal schooling. Teachers describe school readiness as a mix of several abilities. These include basic thinking skills, early language development, emotional control and social interaction. Many teachers believe that all these areas are important for a smooth transition to primary school. However, differences were found between private and NGO run centers. These differences are related to available resources and teaching methods. Teachers also identify several factors that affect readiness for formal schooling. They consist of classroom settings, teacher preparation, parental involvement, and school expectations. Support from families is seen as especially important. A positive learning environment also plays a major role. The study identifies insight into how early learning preparedness is understood in urban Bangladesh. It suggests the need for better teacher training, improved policies and stronger cooperation between schools and families.