Parental Perceptions of Early Childhood Education (ECE) Benefits in Punjab, Pakistan: A Mixed Methods Study

Abstract

This study aimed to investigate the factors influencing parental perceptions of Early Childhood Education (ECE) benefits and enrollment decisions in Punjab, Pakistan. Early Childhood Education (ECE) programs offer numerous benefits for children's cognitive, social, and emotional development. However, parental perceptions and enrollment choices can be influenced by various factors. This study explores these factors within the context of Lahore District, Punjab, Pakistan. A mixed methods approach was employed, utilizing a descriptive survey questionnaire administered to 150 parents and focus group discussions to gain deeper qualitative insights. The study identified limitations in Lahore's ECE school infrastructure, parental background (particularly education level) influencing enrollment decisions, and teacher qualifications and motivation as key factors impacting parental perceptions. Based on the findings, recommendations are made to improve Lahore's ECE system. These include strategic resource allocation for infrastructure development, targeted outreach programs to educate parents about ECE benefits, and investments in teacher quality through professional development and competitive compensation packages.