ATTITUDE OF PARENTS AND TEACHERS TOWARDS PRE-PRIMARY EDUCATION

Pre-primary education is widely recognized as the foundational stage of formal learning and plays a crucial role in shaping a child’s future life. This present study mainly focuses on parents’ and teachers’ attitudes towards pre-primary education. The methodology of this study was a quantitative method used for analyzing the data. The sample size is 100 (80 parents and 20 teachers) selected randomly. The findings of the study were that male and female parents have the same attitude towards pre-primary education, and private pre-primary school parents’ attitudes were more positive than the government pre-primary school parents’ attitudes towards pre-primary education. Parents are the child’s first educators, and their perceptions toward education affect enrollment, attendance, and engagement in early learning programs. Teachers’ attitudes determine the quality of classroom interaction, teaching strategies, and emotional support provided to children. Understanding the attitudes of both parents and teachers is essential for improving the effectiveness of pre-primary education. The findings can be useful for policymakers, educators, and curriculum planners to design effective programs, improve parental involvement, and enhance teaching practices.