Socio-cultural factors influencing preschool enrolment in a rural cohort exposed to early parenting interventions in Pakistan: A qualitative study

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
M. Rasheed, Saima Siyal, A. Arshad, A. Farid, J. Obradović, A. Yousafzai
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引用次数: 3

Abstract

Early parenting interventions have shown to be effective for changing parenting behaviours to provide stimulation at home. However, evidence about the effect on decision to timely enrol the child in preschool and the related pathways is scarce. A follow-up study of a rural cohort exposed to early parenting interventions in the first 2 years of life in Pakistan though indicated benefits for children’s cognitive skills and learning environment at home but did not improve preschool enrolment rates. The aim of this study was to explore stakeholder knowledge, attitudes and perceptions about preschool education that may influence parent’s decision of enrolment. A qualitative study using a phenomenological approach was conducted. Data collection methods included focus group discussion and in-depth interviews with the parents and the teachers and observations of selected preschools. An emergent thematic analysis was followed. Findings showed that community attitudes related to their role in children’s preschool education (e.g. lack of parental involvement), and their perceptions of stakeholders’ responsibilities and accountability (child being responsible for own motivation and interest to learn) were barriers to preschool enrolment. Facilitators included quality of preschools and older siblings enrolled in the school. Early parenting interventions may be insufficient to change community perceptions of preschool education in disadvantaged contexts with dysfunctional education systems. Targeted strategies addressing socio-cultural barriers for early learning are needed.
巴基斯坦接受早期育儿干预的农村人群中影响学前教育入学率的社会文化因素:一项定性研究
早期育儿干预已被证明对改变父母行为以在家中提供刺激是有效的。然而,关于学前教育对儿童及时入学和相关途径的影响的证据很少。一项对巴基斯坦农村儿童进行的随访研究表明,在儿童出生后的头两年,接受早期父母干预对儿童的认知技能和家庭学习环境有好处,但并没有提高学前教育的入学率。本研究旨在探讨利益相关者对学前教育的知识、态度和认知对家长入学决策的影响。采用现象学方法进行了定性研究。数据收集方法包括焦点小组讨论和对家长和教师的深度访谈以及对选定幼儿园的观察。随后进行了紧急专题分析。调查结果显示,社区对他们在儿童学前教育中的角色的态度(例如,缺乏父母参与),以及他们对利益相关者的责任和问责制(儿童对自己的学习动机和兴趣负责)的看法是幼儿园入学的障碍。促进因素包括学前教育的质量和入学的哥哥姐姐。在教育系统功能失调的弱势环境中,早期父母干预可能不足以改变社区对学前教育的看法。需要有针对性的战略来解决早期学习的社会文化障碍。
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来源期刊
Improving Schools
Improving Schools EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
4
期刊介绍: Improving Schools is for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an increasingly international readership including teachers, heads, academics, education authority staff, inspectors and consultants. Improving Schools has created a forum for the exchange of ideas and experiences. Major national policies and initiatives have been evaluated, to share good practice and to highlight problems. The journal also reports on visits to successful schools in diverse contexts, and includes book reviews on a wide range of developmental issues.
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