Author: Ann Kortwright BanerjiPublisher:
ISBN:
Category : Education
Languages : en
Pages : 252
Book Description
A Study of Intra-familial Relationships in India in Relation to the Formation of Social Attitudes in Young Children with Implications for Development of Pre-school and Parent Education
Author: Ann Kortwright BanerjiPublisher:
ISBN:
Category : Education
Languages : en
Pages : 252
Book Description
Legislative Document
Author: New York (State). LegislaturePublisher:
ISBN:
Category : Government publications
Languages : en
Pages : 1110
Book Description
Research Awards Index
Author: Annual Report of the New York State College of Home Economics at Cornell University
Author: New York State College of Home EconomicsPublisher:
ISBN:
Category : Home economics
Languages : en
Pages : 78
Book Description
Research Grants Index
Author: National Institutes of Health (U.S.). Division of Research GrantsPublisher:
ISBN:
Category : Medicine
Languages : en
Pages : 918
Book Description
New York Legislative Documents
Author: New York (State). LegislaturePublisher:
ISBN:
Category :
Languages : en
Pages : 1122
Book Description
Sociological Abstracts
Author: Leo P. ChallPublisher:
ISBN:
Category : Online databases
Languages : en
Pages : 656
Book Description
Host Bibliographic Record for Boundwith Item Barcode 30112115329648 and Others
Author: Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 540
Book Description
Exploring Parental Perspectives on Preschool Education in India: A Survey Study
Author: KHRITISH SWARGIARYPublisher: GOOGLE
ISBN:
Category : Education
Languages : en
Pages : 45
Book Description
The survey study was carefully crafted and executed by the team at the EdTech Research Association, with active contribution from co-author Kavita Roy, aiming to explore the intricate landscape of preschool education in India using a qualitative research design. Semi-structured interviews served as the primary method of data collection, allowing researchers to capture nuanced perspectives and experiences of parents navigating the preschool education system. The research sample, consisting of parents from diverse regions across India, was meticulously selected to represent various socio-economic backgrounds and cultural contexts prevalent in the country, ensuring comprehensive representation. Purposive sampling was utilized, considering factors such as socio-economic strata and geographic locations, resulting in a sample size of approximately 38,416 parents, derived from population size data provided by the Ministry of Finance. This calculation aimed to achieve statistical significance while encompassing a wide range of parental perspectives nationwide. In addition to interviews, a structured questionnaire gathered demographic information and insights related to parents' perceptions and experiences with preschool education, enriching the findings with qualitative depth. Participant recruitment, conducted through various channels, aimed to ensure diversity within the sample, followed by obtaining informed consent from all participants. Data collection involved meticulously conducted interviews, recorded for thematic analysis to identify recurring themes and patterns. Triangulation enhanced the validity and reliability of findings by cross-referencing interview data with demographic information. Adherence to ethical guidelines ensured participant confidentiality and respect throughout the research process, culminating in comprehensive reporting of findings through academic publications and presentations, contributing valuable insights to the field of early childhood education in India. In examining the extensive dataset derived from a survey of 38,416 parents of early childhood care and education (ECCE) children across India, a plethora of insights emerged, offering profound implications for policy and practice in preschool education. The analysis explored various dimensions, from socio-economic and geographical factors influencing parental choices to perspectives on inclusive education and the impact of preschool on parental expectations and aspirations. Key findings revealed the complex interplay of family wealth, regional accessibility, and caste dynamics in parental decision-making, with nuanced approaches evident in balancing affordability with educational standards specific to localities. Challenges in accessing quality preschools were illuminated, underscoring the imperative of equitable distribution of educational resources. Parental perspectives on inclusive preschool education emphasized the importance of fostering acceptance, respect for diversity, and equity, calling for policies promoting inclusivity. Recommendations for policy and practice highlighted the need for advocacy, collaboration, professional development, parental involvement, and research-driven initiatives, reflecting a holistic approach to enhancing preschool education. In conclusion, the dataset provided a comprehensive understanding of the multifaceted challenges and opportunities in preschool education in India, urging policymakers, educators, and stakeholders to collaborate in building an inclusive, high-quality preschool education system meeting the diverse needs of children nationwide.