EARLY CHILDHOOD EDUCATION IN DISTRICT KHAIRPUR MIR’S, PAKISTAN

Abstract

Early Childhood Education (ECE) is a foundational stage of learning that significantly impacts a child’s cognitive, emotional, and social development. In Pakistan, where disparities in educational access and quality are particularly stark in rural areas, ECE represents both a challenge and an opportunity. This study explores the status of ECE in District Khairpur Mir’s, Sindh, Pakistan, with the aim of identifying systemic barriers and proposing evidence-based solutions. A mixed-methods approach was adopted, integrating classroom observations, semi- structured interviews with education officers and teachers, and structured surveys with parents. The research focused on five major areas: infrastructure, teacher training, curriculum implementation, parental involvement, and governance. The sample included 40 ECE teachers, 10 district education officials, and 100 parents from various public schools. Findings revealed critical shortcomings across all assessed domains. The majority of ECE classrooms lacked basic facilities such as child-sized furniture, adequate lighting, and play materials. Over 70% of teachers had not received specialized training in early childhood pedagogy. Curriculum implementation was inconsistent, with many educators unaware of the full scope of the ECE curriculum prescribed by the Sindh Education and Literacy Department. Parental engagement was minimal, largely due to a lack of awareness and socioeconomic constraints. Furthermore, systemic governance issues, including inadequate funding and poor monitoring, further hindered the effective delivery of ECE. The study concludes that without urgent and targeted interventions, ECE in Khairpur Mir’s will continue to underperform, thereby compromising the educational futures of thousands of children. Recommendations include teacher training programs, curriculum reorientation, infrastructure investment, and community sensitization campaigns. This research contributes to a growing body of literature emphasizing localized approaches to ECE reform in developing countries and calls for immediate policy action to address the inequities in early learning access and quality.