Exploring preschool teachers' perception of individualized teaching practices to support children's school readiness

Abstract

This qualitative study explores the preschool teachers' perceptions of individualized teaching practices and their role in supporting children's school readiness in English-medium and government preschool settings in Bangladesh. It examines teachers' understanding of individualized teaching, the adjustments and strategies they use to address children’s learning needs, and the challenges they face in implementing these practices. The study also highlights the differences between preschool settings in terms of teacher availability and support, classroom conditions, and availability of resources. Through analysis of the classroom observations and interviews, this research highlights factors needed for the effective implementation of individualized teaching practices. The findings emphasize the importance of ensuring responsive teaching, as well as providing a supportive classroom environment to promote children’s holistic development and children's school readiness. These findings can be useful for teachers, school leaders, and policymakers to strengthen in early childhood education practice in Bangladesh.