Promoting Holistic Development Among Preschool Children in Pakistan

Yunus, Saima (2025) Promoting Holistic Development Among Preschool Children in Pakistan. Doctoral thesis, Asia e University, Malaysia.

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Abstract

This study delves into the multifaceted aspects of holistic development in early childhood education (ECE) within a rural setting of Islamabad, Pakistan, focusing on how cognitive, emotional, physical, social, and linguistic domains evolve in the early years. Despite policy-level efforts— such as establishing preschool classrooms—numerous challenges continue to obstruct effective implementation. These include inadequate infrastructure, poorly trained teachers, and a curriculum that lacks depth and coherence. The study frames its analysis using Epstein’s family-school- community partnership theory and UNESCO’s early education framework, both of which emphasize the interconnected roles of families, schools, and communities in shaping young children’s growth. Employing a deductive mixed-methods approach, the research collects data through a variety of sources, questionnaires, interviews, observations, and focus groups—at the Islamabad Model School for Girls. These methods enable a comprehensive understanding of the lived experiences and perceptions of parents, teachers, and administrators. Key findings reveal that children’s pre-learning experiences, parental awareness of available services, and the broader socio-political environment are significant influencers of holistic development. However, these areas are often overlooked in the rural context, resulting in a lack of preparedness among both children and educators. The study particularly highlights how minimal parental engagement and fragmented curriculum delivery restrict children’s ability to thrive across developmental domains. Based on its findings, the study makes strategic recommendations aimed at strengthening rural ECE. It calls for more robust teacher training programs to ensure educators are equipped to support all aspects of child development. Equally important is enhancing parental involvement through community out- reach and awareness initiatives, aligning with Epstein’s theory that family-school collaboration is essential to student success. Furthermore, the study urges the adoption of an integrated curriculum that promotes balanced growth across all developmental areas rather than isolating them. These reforms, if implemented, could greatly improve educational equity and outcomes for children in underserved rural communities.

Item Type:	Thesis (Doctoral)
Uncontrolled Keywords:	Early childhood education, early childhood development, early childhood education and development, EFA (Education for All), NAEYC (National Association for the Education of Young Children), UNICEF (United Nations International Children’s Educational Fund), embedded control developers
Divisions:	School of Graduate Studies
Depositing User:	Muhamad Aizat Nazmi Mohd Nor Hamin
Date Deposited:	01 Oct 2026 02:22
Last Modified:	01 Oct 2026 02:22
URI:	http://ur.aeu.edu.my/id/eprint/1533

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