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Kindergartens occupy a significant position in the field of our pre-primary and primary education but in terms of physical facilities these school offer a poor show for some practical reasons. It is true that kindergartens have mushroomed here, there and everywhere. You can find kindergartens even in the union level let alone in the lanes of big cities. But we must not forget that time and gap developed in pre-primary and primary levels have made avenues to mushroom kindergartens from remotest villages to the mega city of Dhaka. We know that Froebel set up a school at Blankenburgh, Germany in 1837 and called for German women to come together and support the school. He described children as plants and teachers as gardeners, thus the term kindergarten emerged, kinder meaning child and garden meaning garden (Headley, 1965). The teachers were called to educate the children from the earliest years through their own experiences to become integrated and whole people (Froebel, 1967).
One newspaper of Bangladesh has recently caught my attention which focused some light on the situation of kindergartens in our country. It says, ‘about one lakh kindergartens are flouting government rules on mandatory registration and running without adequate classroom facilities depriving students of proper education.’ It further says, only 302 out of an estimated 1,00,000 such schools were registered with Directorate of Primary Education till April 2015 , in four years after the Non-government Primary both Bangla and English medium School Registration Rules, 2011 was enacted in August 2011.’ By adding another line the same newspaper has probably given the answer this problem. The added line goes such ‘the government’s failure to enforce the new registration rules and lax monitoring paved the way for kindergartens to mushroom.’