Early Childhood Development Education (ECDE) is regarded as a holistic development of children, and is appreciated by the United Nations' Convention on the Rights of the Child, African Charter on Rights and Welfare of the Child, and the Government of Kenya as a precursor for every child to a standard of living adequate for its physical, mental, spiritual, moral and social development. The National Early Childhood Development Policy framework of Kenya further recognizes the role of parents as those responsible for the survival needs of the child from conception to 8 years. However, some parents in Kenya seem to show little involvement in pre-school activities. Between 2012 and 2015, approximately 38.9% of children seeking class one admission did not undergo pre-school education in Maranda Division of Bondo Sub County. This study analyzed parents' perspective on the importance of pre-school education in public ECDE centers in Maranda division, Bondo Sub - County of Siaya County, Kenya. Specific objectives were to: determine parents' perspective on the cognitive outcome; examine the parents' perspective on the relevant activities and experience; establish the parents' perspective on the expected life skills, and establish the parents' perspective on the social and emotional behaviour expected of pre-school learners in public ECDE centres. The study adopted qualitative phenomenological design for data collection and analysis. The principle of constructivist theory by Vygotsky was employed in the study. Qualitative research design was adopted on a target population of 4160 parents of pre-school children and 56 lead teachers of pre¬schools of the three zones of Maranda division. The sample size constituted 30 parents and 30 lead teachers. Purposive sampling technique was used to select lead teachers from public schools while random sampling techniques was used to select parents with children in public pre-school. Data was collected through in-depth interviews, Focus Group Discussions and document analysis. Instrument validity was assured by consulting two experts from the department of Early Childhood Education and Special Needs Education at JOOUST. Instrument reliability was enhanced through a pilot study in one public ECDE center in the division. Data from the in¬depth interviews and FGDs were analyzed using Thematic Analysis. In addition, interpretative approach was used to analyse pre-school documents. Results revealed that parents consider ECDE centers as a foundation of literacy and future learning to children. Activities and experiences gained from ECDE centers include literacy, mathematical, music and movement, religious and life-skills, and outdoor activities. Children from ECDE centers acquire and have skills in expressing themselves, and identification of dangerous situations. ECDE children also exhibit act of sharing, cooperation, responsibility and use of polite language of which are developed in ECDE centers. The children learn to socialize with others, and are able to observe hygiene. The study recommends that parents should be sensitized to enroll their children to pre-schools at the age of 3 years, and adequate resources need to be availed at public ECDE centers to enhance quality BCE learning. Equally, ECDE teachers should be well trained, while parents and religious leaders need to be involved in nurturing positive behaviour in children.