Who Chooses School?

Abstract

Universally, research shows that early childhood education (ECE) contributes to children's development in the very early years. Governments among developed countries subsidize an ample amount of money for children's early education development to generate and enhance human capital. Consequently, in developing countries like Bangladesh, ECE is driven by the family, where family socio-economic conditions make a significant contribution to children's transition from home to school, and to ensure their children begin school at a very early age. This qualitative case study explores parental socio-economic aspirations and the phenomena of ECE initiatives by the government for child transitions from home to schools in Bangladesh. This empirical research contributes by placing parental aspirations for child schooling and focusing on the information-gathering actions by parents in line with the social conditions that inspire parents to choose schools for their children.