Between the greenhouse and the classroom: The struggle of mothers working in rural greenhouse agriculture to access preschool education

Abstract

Background

Existing research has not fully explored how mothers in rural Turkey's greenhouse agriculture sector manage their children's early education. The unique challenges at the intersection of agricultural work, caregiving responsibilities, and access to preschool education remain largely unexamined, creating a gap in understanding this specific demographic's needs.

Objective

This study aimed to identify the barriers and supporting factors that mothers in greenhouse agriculture face regarding their children's preschool participation. It also sought to understand their attitudes toward education, their contributions to the process, and their strategies for overcoming obstacles.

Methods

A qualitative case study approach was used. The researchers conducted semi-structured interviews with 15 mothers working in greenhouse agriculture in the Serik district of Antalya, Turkey, all of whom had at least one child attending preschool. The data collected was analyzed descriptively.

Results

Mothers generally hold positive attitudes toward education but encounter significant barriers, including transportation difficulties, extensive caregiving responsibilities, economic hardship, and insufficient institutional support. Furthermore, a lack of trust in educational institutions and limited social capital caused some mothers to hesitate in sending their children to school.

Conclusions

The study concludes that targeted interventions are necessary to ensure equitable access to early childhood education. Recommendations include increasing structural support through full-day preschool programs, providing transportation and meal assistance, offering guidance services, and strengthening coordination between institutions to support regular attendance in rural agricultural communities.