Parents' Attitudes and Unequal Opportunities in Early Childhood Development: Evidence from Eastern India

Autor/inn/en	Ghosh, Saikat; Steinberg, Hannah
Titel	Parents' Attitudes and Unequal Opportunities in Early Childhood Development: Evidence from Eastern India
Quelle	In: Journal of Early Childhood Research, 20 (2022) 3, S.413-430 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ghosh, Saikat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X221077170
Schlagwörter	Foreign Countries; Parents; Parent Attitudes; Preschool Education; Equal Education; Access to Education; Negative Attitudes; Psychological Patterns; Parent Education; Child Care; Child Development; Socioeconomic Status; India + Suchen Sie Ihr Suchwort? Ausland; Eltern; Elternverhalten; Pre-school education; Vorschulerziehung; Education; Access; Bildung; Zugang; Bildungszugang; Negative Fixierung; Parents education; Elternbildung; Elternschule; Kinderfürsorge; Kinderbetreuung; Kindesentwicklung; Socio-economic status; Sozioökonomischer Status; Indien
Abstract	Early childhood development is considered a crucial component for sustainable development, and parents' roles in this regard is unambiguously acknowledged. However, the evidence is sparsely available from developing countries like India on how parents can influence access to the early childhood development program. This study, based on an empirical footing, investigates whether parental attitude may lead to unequal opportunities in children's access to preschools in India. The study portrays that the negative or indifferent attitude of parents predicts significantly lower access to preschools. Also, parents' education can be held responsible for the variation in parents' attitudes toward early education and care. A two-prong policy measure is thus suggested by educating parents on one hand and involving them in the implementation process of childhood development programs on the other. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01