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The choice of an Early Childhood Education (ECE) institution for children is influenced by various aspects, including school costs, parental socio-economic rank, parental impression of the institution, and the school's quality. Insufficient research exists regarding the influence of parental perspective and socio-economic status on school selection within Bangladesh's setting. This study investigates the fundamental aspects that influence parental decision-making about school selection. This study employs a qualitative method using a case study approach. In-depth and key informant interviews were conducted with the parents to acquire data. The participants were chosen using a random purposive method to fulfil the research objectives. The participants included parents who had already registered their children in ECE schools and those contemplating enrolling them. The findings demonstrate that parental viewpoint has a substantial influence on the selection of an ECE school. In contrast, parental socio-economic condition does not exert a noteworthy effect on school choice. Additionally, this study investigates the cost disparity across various ECE schools and other pertinent elements influencing parents' decision-making regarding school choice. This research explores the factors influencing early childhood education program selection in Bangladesh. Parents should emphasize their viewpoints and sentiments about a school, including trust, environment, and reputation, rather than concentrating on the school's financial or social standing. Through in-depth interviews with parents from various backgrounds, this study aims to shed light on the challenges and priorities families face when selecting a preschool for their children. In addition, it demonstrates how the significant price differences among early childhood education programs impact parents. As a result of the findings, communities, politicians and educators may be better able to appreciate parents' desires and goals to expand access to high-quality early education for all families, regardless of their socio-economic circumstances.

Refugee children face numerous challenges in accessing quality education. In the past years, the number of interventions aiming to address these challenges has grown substantially. What is still scarce, however, is systematic evidence on what works to improve refugee children’s enrolment and learning. The authors of this article set out to find what robust quantitative evidence exists regarding interventions that seek to improve access to education and quality learning for refugee children. They conducted a first scoping review of quantitative peer-reviewed articles which evaluate the effect of specific interventions which aimed to improve access to education and/or quality learning for refugee children. While their literature search for the time-period 1990–2021 resulted in 1,873 articles, only eight of these fit the authors’ selection criteria. This low number indicates that there is a general lack of robust evidence as to what works to improve quality learning for refugee children. What the authors’ mapping of the research evidence does suggest is that cash transfer programmes can increase school attendance and that learning outcomes, such as second-language acquisition, can be improved through physical education, early childhood development programmes, or online game-based solutions. Other interventions, such as drama workshops, appear to have had zero effect on second-language acquisition. The authors conclude their article by addressing the limitations and implications of this body of interventions for future research.