Abstract
Parental involvement with children is crucial for children’s school readiness. The inequality in Early Childhood Education (ECE) results in an intellectual divide among children aged 3–5 in Bangladesh. Additionally, cognitive and non-cognitive development significantly contributes to school readiness. This case study research gathered information from 68 parents, 25 supply-side stakeholders, and classroom and school observations to comprehend the current state of school readiness of children in Bangladesh. This research finds that private tutoring has become a popular approach to preparing children for school because parents are less involved with their children. The insufficient preparation for ECE instructors and the infrequent contact between parents and teachers increase parental ignorance of their child’s school readiness. The research highlights some significant elements of the settings of ECE which needs to be advanced and recreated that are favorable to the development of young children, such as learning materials, the surroundings, the curriculum, and peer interactions.