PARENTS’ PERCEPTION IN CHILD READINESS FOR SCHOOL IN PRE-PRIMARY EDUCATION IN URBAN AREA

Early Childhood Development

Every family has its own background, cultural beliefs and expectations. Understanding why parents become involved in their child’s pre-school education or do not is crucial in strengthening the relationship between parental involvement and child readiness. Home is the first social context providing the base for children to understand the world. It is where learning begins. Children learn cultural conceptions of everyday contact with their parents and experience at home. The present study focuses on parental role in their child readiness and to investigate how parents are associated with their child’s physical, cognitive and linguistic preparation before their formal schooling. This study has applied a qualitative research methodology with parents and teachers from pre-primary classes of ten government primary schools in Bangladesh. The results also demonstrate the enabling factors that influence or enhance the current role of parents in their child’s readiness in the home environment. A case study design was adopted to investigate the phenomenon deeply. This paper attempts to explore through its findings whether parents are aware about their child readiness and how they provide the necessary family support to prepare their child competent physically and cognitively before sending them to pre-school.

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