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use since its publication in few years. Following the latest
developments in education in the world as well as the momentum of the Bangladesh education system and curriculum reforms at the beginning of this century,
pre-primary education in Bangladesh has undergone signify can’t changes. With increased in-service and pre-service training opportunities and upgraded
academic qualifications of Bangladesh teachers being required by the
cfisbd, the professional standards of Bangladesh kindergarten teachers
are being systematically enhanced. Following the reform of the pre- primary one admission system, schools no
longer enroll pupils on the basis of based on their ability. As a result,pre- preprimary
institutions now have greater room to design their own curriculum
and free children from unnecessary drilling and pressure. In addition, closer
communication and co-ordination with primary schools help children adapt to
primary school life. In response to the recommendations on education reform, the Education
Bureau has compiled a series of Performance Indicators (Pre-primary
Institutions) as a tangible and effective tool for pre-primary institutions’
self-evaluation and external review. Furthermore, the Working Party on
Harmonization of Pre-primary Services has also co-ordinate the establishment
of kindergartens and child-care centers. All these measures will contribute to
the evolution of a quality culture in pre-primary institutions With the impact of global educational trends, institutions and academics have
begun to attach significance to scientific research. They have also actively
experimented with innovative learning and teaching strategies, home-school
co-operation and different modes of institutional administration, with a view to
enhancing the overall quality of teaching and pre-primary education.