TEACHERS IN PRESCHOOLS CAN play a significant role in fostering quality preschool education as they are influential people in children's educational lives. Their beliefs and perceptions of quality teaching approaches can work as an effective resource in preschools. Moreover, their ideas and views about curriculum, content and pedagogy have impact on their classroom teaching practices in preschools as their beliefs influence their attitudes, thoughts, judgements and behaviour towards children in their classrooms. Therefore, this paper attempts to explore teachers' beliefs and perceptions of quality preschool education in Bangladesh and argues to bring about changes in their views for the holistic development of children. This study has applied a qualitative research method with nine teachers from three preschools in Bangladesh participating. Using a post-colonial discursive framework, it found that teachers of preschools in Bangladesh still believe in textbook-based techniques and rote-learning methods where children are perceived only as recipients.
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