Examining socioeconomically disadvantaged families' perceptions and expectations of early childhood education

This study examines the perceptions and expectations of socioeconomically disadvantaged parents regarding preschool education, employing a phenomenological approach within qualitative research methodologies. The participants included 30 parents living in Gaziantep province, whose children attend preschool and who are at a low socioeconomic level. Convenient sampling and purposeful sampling methods were used to reach the participants. Data collection was conducted through a demographic information form and semi-structured interviews, which were carried out face-to-face. Data was analyzed through content analysis, creating codes, categories, and themes in alignment phenomenological design. The findings were grouped into three main themes: expectations, purpose of preschool education (particularly in preparation for primary school and its transition processes) and perceptions. Participants view preschool education as a crucial preparatory stage for primary school. They highlighted various expectations for their children's developmental progress within preschool settings. A significant emphasis was placed on the quality of preschool teachers, with parents identifying the ideal traits of a preschool teacher as warmth, approachability, and the ability to form strong connections with children. Keywords: Expectations regarding preschool education, Perception of preschool education, Good preschool education, Good preschool teacher.