Perception of government preschool teachers regarding pre-primary education and training of Bangladesh

Abstract

The universal development of a child, encompassing physical, language, and social-emotional growth, is closely linked to participation in pre-primary education, which enhances school readiness. Teachers play a crucial role in guiding children along this path. Unfortunately, this sector is overlooked by authorities, resulting in pre-primary education teachers not receiving adequate training. The duration of pre-primary education also significantly impacts a child's development. This qualitative study explored the perception of government teachers regarding pre-primary education and training in Bangladesh where 16 teachers participated in In-depth Interviews. Findings showed that all participants were aware of early learning and child development in the pre-primary age group. They emphasized the importance of a play-based pre-primary curriculum for early learning and acknowledged the relationship between pre-primary education and school readiness. Teachers knew the government’s plan for two years pre-primary. They also mentioned that the duration of pre-primary education and the number and quality of teachers’ training are related and highlighted the importance of training to ensure learning. However, teachers lack access to quality training, negatively influencing children’s learning and development. The study suggests improving capacity-building courses for the teachers of pre-primary schools.