Bangladesh’s Early Childhood Education Settings’ School Preparation Depends on Parental Socioeconomic Status: An Empirical Study
Author:
Funder
Ryoso-Kai, Kobe University, Japan
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s13158-023-00352-3.pdf
Reference65 articles.
1. Aboud, F. E. (2006). Evaluation of an early childhood pre-school program in rural Bangladesh. Early Childhood Research Quarterly, 21(1), 46–60.
2. Alam, M. J. (2020). Who chooses school? Understanding parental aspirations for child transition from home to early childhood education (ECE) institutions in Bangladesh. In Tatalović Vorkapić, S., & LoCasale-Crouch, J. (Eds.), Supporting Children’s Well-Being During Early Childhood Transition to School (pp. 85–107) :https://doi.org/10.4018/978-1-7998- 4435–8.ch005.
3. Alam, M. J., Islam, S. R. Bin, & Ogawa, K. (2021). Discrete primary education curriculum in bangladesh: implications of gamification for quality education. In C.-A. Lane (Ed.), Handbook of research on acquiring 21st century literacy skills through game-based learning (Vol. 1, pp. 716–730). IGI Global. https://doi.org/10.4018/978-1-7998-7271-9.ch036
4. Alam, M. J. (2019). Dilemma of parental aspiration for children with special needs in early childhood education (ECE) settings: The case of Bangladesh. Asia-Pacific Journal of Research in Early Childhood Education, 13(3), 25–43. https://doi.org/10.17206/apjrece.2019.13.3.2
5. Alam, M. J. (2022a). ‘Meritocracy’ to ‘Parentocracy’: (De)constructing the theoretical dilemma in basic education of Japan and Bangladesh. The Journal of Japanese Studies Exploring Multidisciplinarity. https://doi.org/10.55156/jjsem.dec2127
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