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<p>The paper examines the relationship between the socio-economic status (SES) of parents and children attending ECE in Bangladesh, in addition to discussing the national ECE system in Japan. One of the most remarkable ones reveals that children of higher incomes and those with parents with a higher education level have a significantly better chance of participating in high-quality ECE. On the other hand, children in low-SES families encounter various problems in accessing ECE, such as financial constraints, low access, and parents having insufficient levels of education required to make informed choices. The findings on the rate of enrolment in the ECE, based on both qualitative and quantitative measures, illustrate that maternal education, family income, and family residence in town are significant predictors of parental enrolment in the ECE. According to these results, maternal education is another important parameter. Highly educated mothers tend to provide ECE to their children more. Reorganizing our case study of Bangladesh, we make comparisons between the elite system of ECE and the universal system of Japan, and offer recommendations that will help diminish systemic inequalities. The paper contends that it is socially correct and, in tandem with the national trends, to ensure that all children have access to equitable ECE irrespective of their social backgrounds.</p>

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Impact of Parental Socio-Economic Condition on Access to Early Childhood Education in Bangladesh: Lessons from Japan

  • 期刊论文

  • 发表日期：

    2026年1月19日

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  • Nur-E-Zarin Shabha Ayshi,
  • Md. Jahangir Alam

摘要

The paper examines the relationship between the socio-economic status (SES) of parents and children attending ECE in Bangladesh, in addition to discussing the national ECE system in Japan. One of the most remarkable ones reveals that children of higher incomes and those with parents with a higher education level have a significantly better chance of participating in high-quality ECE. On the other hand, children in low-SES families encounter various problems in accessing ECE, such as financial constraints, low access, and parents having insufficient levels of education required to make informed choices. The findings on the rate of enrolment in the ECE, based on both qualitative and quantitative measures, illustrate that maternal education, family income, and family residence in town are significant predictors of parental enrolment in the ECE. According to these results, maternal education is another important parameter. Highly educated mothers tend to provide ECE to their children more. Reorganizing our case study of Bangladesh, we make comparisons between the elite system of ECE and the universal system of Japan, and offer recommendations that will help diminish systemic inequalities. The paper contends that it is socially correct and, in tandem with the national trends, to ensure that all children have access to equitable ECE irrespective of their social backgrounds.