Browsing by Author "Imran, Mostak Ahamed"

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Caring for the career: understanding the emotional and self care experience of parents raising children with special needs
(BRAC University, 2025-12) Tuly, Shahanara; Imran, Mostak Ahamed
Parents raising special needs children often face complex emotional, psychological, and physical challenges that can deeply affect their well-being. This study explores the emotional experiences and self-care practices of these parents, emphasizing how care giving responsibilities intersect with personal identity and resilience. Using qualitative methods approach, the research highlights patterns of emotional fatigue, guilt, and social isolation, alongside emerging strengths such as adaptability, empathy, and advocacy. Findings suggest that while many parents struggle to prioritize self-care due to overwhelming demands, supportive networks and targeted interventions can significantly improve emotional health and quality of life. The study calls for healthcare professionals, educators, and policymakers to adopt a holistic framework that recognizes caregivers’ needs as integral to family-centered care. Understanding the emotional landscape and self-care strategies of parents raising children with special needs not only informs best practices in support programs but also promotes sustainable care giving and family well-being.
Effectiveness of the foundation course on therapeutic play in Bangladesh
(©University of Dhaka, 2024-04-30) Imran, Mostak Ahamed
The study aimed to investigate the cultural efficacy of Foundation Courses on Therapeutic Play (FCTP) as well as to explore the scopes and barriers in using play therapy in Bangladeshi context through assessing the attitudes, knowledge, and skills of the study participants. Fifty participants having prior experience of dealing with children were chosen purposively for enrolment in the course and involvement in the study. The questionnaire developed by Kao and Landreth (1997) was used to examine participants' attitudes, knowledge, and skills relevant to play therapy during the data collection phase. The results on all three subscales (Attitude, Knowledge, and Skills) went up from the pre-test to the post-test, and the difference was statistically significant with a notable effect size. The barriers and scope of incorporating therapeutic play in the workplace is being studied from the participants with the help of follow-up form. The investigator also kept a reflective journal throughout the course to gain a deeper grasp of the viewpoints and emotions held by both the participants and the investigator regarding the course. Respondents praised the pattern of the course, found it interesting and informative, and felt that it met their needs. Furthermore, they perceived the course to be beneficial in terms of improving their comprehension, expertise, and capabilities. The findings of the study emphasize the need to improve the dissemination of therapeutic play training in a number of contexts in order to make play therapy available to a broader demographic.
Exploring the Influence of grandparents' role in Bangladeshi context to develop the well-being of children (0-6 years): a perception study on parents
(BRAC University, 2024-05) Sultana, Tasnim; Imran, Mostak Ahamed
A child's well-being is enhanced when grandparents significantly influence their upbringing. A growing number of dual-worker households, longer life expectancies, shifting family dynamics, and rising rates of family dissolution have resulted in grandparents taking on a more significant role in their grandchildren's lives. Many, though, are not. Many grandparents are denied the opportunity to interact or spend time with their grandchildren. Numerous studies and corroborating data demonstrate the different benefits of having solid parent-child ties. The beneficial effects that a close relationship between a grandmother and grandchild may have on the contentment and wellness of the entire family, however, are sometimes overlooked. To put it plainly, everyone benefits from having grandparents around. Both parties benefit when a grandchild and his or her grandmother have a positive relationship (T.M Jorden, 2021). The study examined how grandparents' roles impact the well-being of children aged 0-6, based on parents' perceptions. This qualitative research involved twelve parents who were interviewed in-depth to gather information. The study's findings indicated that grandparents significantly contribute to children's well-being, allowing middle-class working parents in Bangladesh to be at ease while working outside, knowing that their kids are well taken care of. The study also offers recommendations based on its findings and discussions. It concludes by suggesting potential areas for further research and stressing the importance of additional in-depth and exploratory studies in this field.
Father's perception of the role of fathers on the socio-emotional wellbeing of their children aged 6-8 years
(BRAC University, 2022-12) Chakrabarty, Prianka; Imran, Mostak Ahamed
The most significant people in a child's life are their parents. The development of a child is completed with the involvement of both fathers and mothers. Many emerging nations have realized that fathers play a significant role in the whole development of their children, not just in terms of their physical well-being. In order to succeed in every aspect of life, children's socioeconomic wellness is just as crucial as their physical health. Many studies have been conducted worldwide to demonstrate and clarify the contribution fathers make to their offspring's socioemotional wellbeing. Though it is still uncommon for fathers to be involved in their children's socioemotional wellbeing in Bangladesh due to cultural barriers and a lack of information and awareness, it is now imperative to evaluate the current norms. In the current study, fathers' perspectives on the significance of their involvement in children's socioemotional wellbeing between the ages of 6 and 8 were examined. Since it was a qualitative study, information was gathered using two different techniques: focus groups and in-depth interviews by using an unstructured questionnaire. Sixteen highly educated middle-class fathers with children ages 6 to 8 were selected from Dhaka city. Data were gathered via a digital medium, such as Zoom or WhatsApp. It is evident from the analyzed data that, practically all fathers are aware of the importance of socioemotional wellbeing in a child's life. Fathers are eager to learn more about their actions, and they also want to see how the nation is aware of the importance of children’s socioemotional wellbeing and how the government is stepping in. Although there were some other approaches, certain recommendations for parents, the government, and NGOs were made based on the overall findings.
Health worker’s perception about the importance of early childhood development for 0-3 years old children in Bangladesh
(BRAC University, 2023-04) Dhar, Hero; Imran, Mostak Ahamed
The qualitative study focuses on the health workers’ perception about importance of Early Childhood Development (ECD). The objectives of this study are to find the knowledge gap of the health workers and the scope of involvements to promote ECD. The respondents are community health workers (N=12) from different rural areas of Dhaka and Chattogram District. Research tools used are IDI and FGD guidelines and conducted in Bengali medium. All of the health workers have some idea about ECD. Basically, most of the respondents believe, ECD starts just after birth and related to physical and mental growth only. They described, early childhood development of a child means to walk, run, crawl and speak on time. They also stated some factors like family issues, neighbors, food habit, atmosphere, culture, behavior, play mate as well as educational and financial status of parents those may hamper on early childhood development. Most of the health workers believe, adults can support ECD by giving quality time, taking care, ensuring food and nutrition, praising, go for visit, storytelling, gossiping as well as creating friendly behavior with their children. According to their job descriptions and services there is no direct practice of ECD related activities currently in maternal and child health issues (ANC, PNC, EPI and other vaccination program). The study shows, health workers require gaining knowledge through various long and short courses on ECD and applying them by involving into Uthan Boithak, Coordination meeting and ECD corner.
Mothers’ perceptions on early care and interventions for developmentally delayed children in Bangladesh
(BRAC University, 2024-10) Yeasmin, Rumana; Imran, Mostak Ahamed
Early childhood means from conception to five years when stimulations work most. But in the case of most children, the symptoms of developmental delays do not develop until 3 to 5 years, and the problem noticed by parents or caregivers is delayed speech, which means delayed identification of the problem. Besides, delayed admission due to trauma, fear of social stigma, lack of correct or adequate information, lack of parental awareness, or sometimes simply lack of parental knowledge as a result, delayed care-seeing or often no care-seeking. The nature of the study is qualitative. The research findings are categorized into five themes (1). Mothers’ understanding of developmental delay. (2). Ages at onset and symptoms of developmental delay (3). Problems or barriers faced to take immediate action. (4). Mothers’ perceptions and experiences of early care and intervention 5. Mothers’ suggestions for upbringing children.
Parents’ perception on social determinants of outdoor play for 4 to 6 years old urban children
(BRAC University, 2021-12) Nini, Mahsheed Noor; Imran, Mostak Ahamed
Play is perceived and valued differently across diverse cultures by different groups. Although play is vital to children’s development, previous researches indicate that nature of play is changing and outdoor play among children is diminishing. It more accurate for children living in urban areas where open play spaces are scarce. To understand perception of Bangladesh’s parents regarding outdoor play, it is essential to identify what they consider important while letting their children play outside home. The present study explored parental perception regarding outdoor play, its benefits, and social determinants of outdoor play for 4 to 6 years old children living in Dhaka city. As it was a qualitative study, data was collected through two different methods: in-depth interview and focus group discussion using an unstructured questionnaire. Total sixteen highly educated participants were selected through purposive sampling technique, where half of them were from middle income background and the other half had high income background based on their income. Data were collected remotely using phone call or zoom platform. After analyzing the descriptive data, it was found that parents had general knowledge about benefits of outdoor play despite their economic background. All parents were equally concerned about children’s safety, traffic movement, while letting them play outside, despite their gender. No parents were willing to let children of this age group play alone without adult supervision. Having reliable neighbors to oversee play was seen as positive factor but mixed reactions were found regarding leaving children alone with playmates. Although all of most of the parents had placed both academic study and outdoor play equally important and some placed more importance on the play. Based on the findings, some recommendations were suggested for parents, government and NGOs at the end.
Teachers’ perception of children’s (6 to 8 years) mental well-being during Covid- 19
(BRAC University, 2021-12) Mumu, Nusrat Jahan; Imran, Mostak Ahamed
COVID-19 pandemic has significant mental well-being threat among children in Bangladesh. The study explores the teachers’ perception and understanding of COVID-19 on mental well-being and their practices during online classes of young children aged 6 to 8 years. Two methods have been used for the Qualitative study data collection; semi-formal questionnaires for group discussion and unstructured for in-depth interviews. Ten participants were selected purposively for this research. The research findings showed that the teachers are aware of the significant issue of mental well-being, but they do not have enough knowledge about it. Therefore, there is a vast gap in understanding this issue. However, few of the participants were trained but most of them hardly received any training or attend workshop on mental well-being. Hence, this essential issue should be highlighted among all the teachers in Bangladesh. Government should take some major steps towards teachers’ training or workshop on children’s mental well-being. Further work is needed to understand the issue of children’s mental well-being and teachers’ training should be included in teacher curriculum for better outcome.
Teachers’ perspectives on play-based learning for children aged 4-6 in early education
(BRAC University, 2025-04) Fauzia, Sultana; Imran, Mostak Ahamed
Play is the cornerstone of preschool and early childhood education; it supports children's physical, language, and social-emotional growth. It is often regarded as the bedrock of academic preparedness, as it fosters curiosity, creativity, and fundamental life skills. This qualitative research explored attitudes toward play-based curricula and early childhood training among English-medium teachers in North Dhaka, Bangladesh. Using data collected from in-depth interviews and focus group discussions with altogether twelve teachers, the study found pronounced support for play as a necessary learning mode. Teachers express that effective play requires enough time, good toys, and well-organized environments. Without access to high-quality, pragmatic training, they could only implement these approaches to a degree. The findings highlight the need for policies that emphasize play-based approaches in early childhood education and improve the preparation of teachers. Increasing the quality of teacher training programs and support with curriculum design is essential to enable meaningful learning experiences in these early years.