Navigating the transition to preschool
Understanding the experience of parents in urban india
Bibliographic Data
| ID | 12724858 |
|---|---|
| Authors | Lakshmi G Pattathil (0009-0007-3070-127X, CHRIST (Deemed to be University), Bengaluru, India, corresponding author), Meera Neelakantan (0000-0002-9996-0348, CHRIST (Deemed to be University), Bengaluru, India) |
| Year | 2026 |
| Publication date | 2026-02-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x261417797 |
| OpenAlex | W7128433986 |
| Language | EN |
| References cited | 13 |
This qualitative study explores the experiences of parents in urban india as they navigate the process of selecting a preschool for their children, particularly in light of the challenges presented by the COVID-19 pandemic, which started in March 2020. In this study, “preschool” refers to formal early childhood education programs for children before entering primary school (typically serving children aged 3–5). This research examines the factors influencing parental decision-making, including the perceived importance of play-based learning, health and safety protocols, school proximity, and teacher qualifications. The study also explores the range of parental emotions experienced during this transition, from anxiety to excitement, as their children begin their preschool education. Using narrative analysis, the study involved interviews with 12 parents of children aged 3–7 who had recently enrolled their children in preschool. The findings highlight the significant influence of children’s perceived responses to the preschool environment on parental satisfaction and subsequent decision-making. The COVID-19 pandemic emerged as a key contextual factor shaping both the transition process and preschool selection criteria. This research highlights the active role parents play in seeking enriching early learning environments for their children. It also suggests the need for educational policymakers to support high-quality preschool education, particularly by fostering effective parental engagement, to facilitate smoother transitions for families and bridge the gap between quantitative educational targets and the qualitative dimensions of parental experience
Child development · Child rearing · Early childhood · Early childhood education · Narrative · Pandemic · Qualitative research · Transition (genetics · Child Development and Digital Technology · Early Childhood Education and Development · Parental Involvement in Education
| Highly cited | No |
|---|