Exploring the Influence of Play-based Learning on Early Childhood Education: Bangladesh Perspective
DOI:
https://doi.org/10.53797/jthkkss.v5i1.7.2024Keywords:
Dar Care, Play-based Learning, Early Childhood Education, Peer Interactions, Parental InvolvementAbstract
This study delves into the significance of early childhood care and education (ECCE) in Bangladesh, with a specific focus on play-based learning. It emphasizes the recent curriculum changes that prioritize experiential learning and play-based activities to enhance children's cognitive, social, and motor development. The research method employed a multiple-case approach within diverse daycare settings in Bangladesh, involving teachers, parents, and ECCE experts. Through observation, interviews, and data analysis, the study identified the benefits and challenges of play-based learning in ECCE settings. Results revealed the positive impact of play-based activities on children's cognitive, social, and emotional development, as well as their language and communication skills. Parental involvement, peer interactions, and physical facilities of daycare centers were also observed. The study underlines the need for more space and trained teachers for effective implementation of play-based learning strategies. Challenges such as limited resources and lack of awareness were hindering parental expectations. Recommendations were made to encourage a play-based approach in ECCE settings, emphasizing the importance of creating supportive environments for holistic child development. Overall, the study sheds light on the potential of play-based learning in early childhood education and advocates for its wider implementation in Bangladesh.
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