Exploring Hinders and the Pathways of Parental Involvement in Early Childhood Education

Abstract

In the nooks of early childhood classrooms of community schools of Kathmandu Metropolitan, where little ones start to build their own worlds, the parents are missed more than the happiness that they bring. Parental involvement in Early Childhood Education (ECE)) is a crucial component of a learning experience. However, the learning experience and moments among most community school children in Kathmandu are not shared with the parents. This paper aims to unravel the social and structural accounts of why parents do not participate in ECE in community schools. This paper draws on the study that applied the narrative inquiry where teacher and parent stories were captured through in-depth interviews to develop findings that describe how social, structural, and cultural factors build invisible but potent barriers that prevent families from being part of their children’s ECD environment. Despite the fact that there have been certain level of involvement of the families; the system and culture are some of the factors that help perpetuate exclusion in the context of education. This study aims to contribute to the development of practices and policies that break the barriers and provide families with a multitude of opportunities to participate in the early education of their children