Rethinking Access to ECE
A Dialectical Analysis of Preschool Participation Based on Longitudinal Data
DOI:
https://doi.org/10.63892/aletheia.2.2025.71-83Keywords:
Education, Preschool, Early Childhood Education (ECE), Learning Readiness, West Nusa TenggaraAbstract
Early Childhood Education (ECE) constitutes a strategic foundation for strengthening children’s learning readiness and the long-term quality of human resources. Although ECE policies in Indonesia have been continuously reinforced, preschool participation dynamics still exhibit substantial interregional disparities, particularly in developing areas such as West Nusa Tenggara (NTB). Most existing studies remain micro-oriented and descriptive in nature and have rarely employed longitudinal data combined with thematic and dialectical analytical approaches. This study, therefore, focuses on examining the dynamics of changes in preschool participation among children aged 0–6 years in NTB and on interpreting the meaning of these changes through thematic and dialectical perspectives. The study aims to analyze patterns, trends, and variations in preschool non-participation based on longitudinal data, while simultaneously interpreting their implications for school readiness and early childhood education policy. The theoretical framework is grounded in Hegelian dialectics (thesis–antithesis–synthesis) as the grand theory, school readiness theory as a middle-range theory, and early childhood education management as an applied theoretical perspective. The study adopts a qualitative-descriptive approach supported by quantitative analysis of secondary data and library research. Data were collected through systematic examination of official statistical documents published by the Central Bureau of Statistics of West Nusa Tenggara for the period 2020–2025, along with policy documents and relevant academic literature. Data analysis employed thematic analysis, calculation of rates of change using the Compound Annual Growth Rate (CAGR), and dialectical interpretation to identify thesis, antithesis, and synthesis. The findings indicate an overall decline in the proportion of children aged 0–6 years who have not attended preschool in NTB, reflecting improved access to ECE services. However, this decline is uneven across districts and municipalities, with some areas demonstrating significant acceleration. In contrast, others experience stagnation or fluctuation due to structural, geographical, and social factors, including parental involvement. The study concludes that increasing preschool participation is a dynamic process shaped by the interaction of public policy, institutional capacity, and family caregiving practices. It recommends strengthening region-based ECE policies, integrating access expansion with service quality improvement, enhancing parental literacy and engagement, and continuously utilizing longitudinal data to inform evidence-based policymaking.
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