Parents' Perceptions of Quality in Early Childhood Education Programme for Children Aged 3-4 in Jeddah, Saudi Arabia.

Abstract

This qualitative study investigates the perceptions of Early Childhood Education (ECE) quality among parents in Jeddah, Saudi Arabia. Guided by a constructivist and interpretivist paradigm, the research explores the diverse meanings and values parents associate with quality, seeking to move beyond a universal, one-size-fits-all definition. The study addresses two primary research questions: (1) What factors do parents in Jeddah, Saudi Arabia, look for to determine the quality of early childhood education? and (2) Do parents place greater importance on care or education when evaluating the quality of ECE services? A qualitative methodology was employed in this study, utilising semi-structured interviews to gain an in-depth understanding of the views and beliefs of seven participating parents, in an attempt to capture the lived experiences of individuals within a specific cultural context. The findings indicate that parents associate high-quality early years settings with relational and holistic factors. Specifically, they value an unstructured, play-based approach, consistent parent-school communication, opportunities for outdoor and real-life experiences, and a clean environment. In addressing the prioritisation between care and education, the study reveals that parents place a significantly greater importance on the nurturing aspects of "care." Their understanding of care extends beyond basic supervision to include attentiveness, positive teacher-child relationships, and a welcoming environment. In contrast, parents showed less interest in an academic, school-readiness focused approach to education.