Understanding Teachers’, School Principals, and Early Childhood Education Experts’ Perception of O-Class Program for Children’s School Readiness: A Qualitative Study

Abstract

Only one in five children in the low-income country have access to pre-primary schooling. The greatest benefits would come from early childhood education programs for those who are least likely to participate in them (UNICEF, 2018). This study aimed to explore teachers’, school principals, and early childhood education experts’ perceptions of O-class programs for children’s school readiness. A phenomenological research design under a qualitative approach was used. Participants included 16 O-class principals (6 male and 10), 10 teachers (2 male and 8 female), and 5 ECE experts (all male). The researchers measured teachers’ perceptions towards culturally responsive and locally available resources in the O-class through interviews and school principals and ECE experts perceived the success and challenges of the O-class program for children’s school readiness through focus group discussions. From the analysis, eight themes emerged. Our data demonstrate that the O-class program increases parental and child attendance, benefiting children’s school readiness. This implies that children from disadvantaged backgrounds, who are still less likely to have taken part in the O-class program, do not have the same opportunity to advance in the first few years of elementary school. Overall, children’s school readiness is impacted by resource limitations, background differences, and learning difficulties. Finally, based on the main findings, conclusion, areas for additional study, and implications for policy and practice were suggested.