This qualitative study explores the diverse perspectives of primary educators regarding the role and efficacy of homework in early childhood education. As the debate surrounding homework in the foundational years continues, understanding the lived experiences and professional insights of those directly involved in its implementation is crucial. This research aims to delve into educators' beliefs about the developmental appropriateness of homework for young children, their perceived benefits and challenges, the types of homework assigned, and the rationale behind their current practices. Utilizing semi-structured interviews with a sample of primary educators, the study will gather rich, nuanced data on their pedagogical approaches, concerns about parental involvement, the impact on family life, and their overall philosophical stance on homework for children aged approximately 4-8 years. The findings will contribute to a deeper understanding of the complexities surrounding homework in early childhood settings, offering valuable insights for curriculum developers, policymakers, parents, and educators seeking to foster holistic child development.

Early Childhood Education, Homework, Primary Educators

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