Capability of Preschool Education in Enhancing Primary School Competencies in Bangladesh

Autor/in	Nath, Samir Ranjan
Titel	Capability of Preschool Education in Enhancing Primary School Competencies in Bangladesh
Quelle	In: Journal of Research in Childhood Education, 36 (2022) 1, S.14-30 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nath, Samir Ranjan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1838976
Schlagwörter	Preschool Education; School Readiness; Elementary Education; Competence; Foreign Countries; Educational Quality; Academic Achievement; Preschool Children; Bangladesh + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Readiness for school; School ability; Schulreife; Elementarunterricht; Kompetenz; Ausland; Quality of education; Bildungsqualität; Schulleistung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Bangladesch
Abstract	Evidence was generated from a cross-section of 5,375 students who were completing primary education in 2014, as well as from their parents and school heads, across 309 primary schools located throughout Bangladesh, a South Asian country belonging to the global lower-middle-income category. Though the official duration of preschool education in Bangladesh was one year, some private kindergartens offered such education for longer periods. Of the sampled students, 46.3% attended preschool education for one year, 10% attended for 2-4 years, and the remaining students had no preschool. The existing preschool education that was accessible to the majority of children had limited capability for enhancing competencies later in primary school (through Grade 5). Students with two or more years of preschool education were likely to achieve more primary school competencies than those who either did not have preschool education or had it for only one year. No difference was observed between the latter two groups of students. Students attending both preschool and primary education in private kindergartens showed the best performance on the competency-based learning achievement test. This study raises questions regarding both the quality and duration of existing preschool provision, recommending standardization and quality improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01