Navigating Challenges: Advancing Early Childhood Education and Care in Pakistan

Abstract

This study investigates the characteristics, perceptions, and practices of 150 male and 150 female Early Childhood Education (ECE) teachers who work only in public sector schools in Faisalabad, Pakistan using a descriptive quantitative technique and a questionnaire that was designed specifically for this study. The research seeks to examine potential gender disparities in perspectives regarding the implementation of Education for All (EFA) policy in early childhood education (ECE) settings at the school level. These objectives were achieved by analysing demographics, teaching experiences, and attitudes towards important policies. The findings offered valuable insights into the unique perspectives of public-sector ECE teachers in Faisalabad, informing policy refinements and educational enhancements tailored to this specific context, with the ultimate goal of improving early childhood education quality and advancing policy implementation in the region. Major recommendations were professional development of ECE teachers, systematic feedback and collaborative problem-solving.