Browsing by Author "Yesmin, Sakila"

Now showing 1 - 20 of 26

A qualitative study on mental health and caregiving practices of parents of children with special needs
(BRAC University, 2024-05) Islam, Md. Taifur; Yesmin, Sakila
To explore the mental health issues and caregiving practices of parents of children with special needs, a qualitative study was conducted. 8 in-depth interviews (IDIs) and one focus group discussion (FGD) with both parents of 3-8 years children who were selected purposively in Dhaka city. The content analysis method was followed to analyze the data. The findings show that maintaining a secure attachment with children, prioritizing their interests, and spending quality time and following daily routine with them are the most common practices among the parents. Mothers were more involved in caregiving practices than fathers. Parents mentioned common mental health issues like frustration, anxiety, and stress. Some parents also experienced social anxiety, panic attacks, and obsessive compulsive disorder. The study also revealed that parents faced challenges in child rearing practices, such as lack of family and social support, managing children's behavior, lack of institutional care and knowledge about child rearing. Most parents coped by accepting the situation, practicing self-care, and seeking help from mental health professionals. The study suggested a holistic approach, including parental care, family support, social services, institutional care, and government, NGO, and other organizations, to meet these challenges and provide healthy living for both the child and caregiver.
Association of mother-child attachment with maternal mental health in early years
(BRAC University, 2020-12) Ruma, Umme Ruman; Yesmin, Sakila
A mentally distressed mother fails or sometimes takes more time to establish a strong mother-child attachment. The purpose of this quantitative research was to explore the relationship between maternal mental health and mother-child attachment of the urban mothers in the early years. Mothers who had children of 0-2 years of age completed three self-reported questionnaires such as SES Questionnaire, GHQ, MAI using a digital platform. Findings show that 49.41% mothers are found distressed and COVID-19 pandemic is the underline cause of this highest percentage. Some other factors including lack of time for self-care, domestic violence, low income, mother’s physical illness, lack of mothers financial freedom are associated with maternal mental distress It is also revealed a negative relationship between maternal distress GHQ) and mother-child attachment (MAI), but not statistically significant (p=0.094). This finding emphasizes the importance of understanding maternal mental health state difficulties to ensure a holistic development for their children.
Corporal punishment in urban primary school settings
(BRAC University, 4/30/2014) Parvin, Nahid; Yesmin, Sakila; Talagala, Dr. Indrani
Corporal punishment is a common phenomenon in Bangladeshi schools. On 13 January, 2011 The High Court division of The Supreme Court issued a ruling on prohibiting of corporal punishment. Subsequently, The Ministry of Education published a circular stating that corporal punishment is prohibited in schools. Despite the prohibiting, newspaper and some research revealed that the practice of corporal punishment is still remaining in schools. A study report of BLAST showed 77.1% students were inflicted corporal punishment in their schools (Global Initiative to End All Corporal Punishment of Children, 2012). The aim of this study was to explore teachers', parents' and children's perception towards corporal punishment in urban settings. An In-depth Interview-based, qualitative approach was carried out to collect data for the study. In this study, four children (2 girls and2 boys) aged 6-8 years studying in grades one and two were selected from two Government and a non- Government primary schools. The other participants were the parents of these children and their teachers. All participants were selected through the convenient sampling technique. Twelve IDIs were conducted with twelve participants (4 teachers, 4 parents and 4 children). Data were analyzed according to the content analysis approach' The findings revealed that there were mixed perceptions come out from the participants towards corporal punishment in schools. More than half of the participants (parents and teachers) perceived that corporal punishment is necessary to maintain discipline in the classroom, because it is the easiest way to manage overcrowded classrooms as well as it is useful for better academic achievements. But they suggested using it more lightly. The rest of participants believed that corporal punishment would not be needed to maintain discipline. The perception of children was that corporal punishment is not a good method, because punishment is shameful and painful for everyone. Most of the children feel embarrassed when they are punished. Study results indicated that when teachers fail to control class, they use corporal punishment as well as when children talk with each other in the classroom, make noises, do not bring their homework, disobey the teacher, violate teacher's orders, tell lies, repeat mistakes then children are subjected to corporal punishment. Study also revealed some other factors like large class, poor salary, low level ofjob satisfaction, heavy workload including other administrative work and traditional thinking of corporal punishment that indirectly stimulate teachers for applying corporal punishment. The findings of the study showed that almost all of the participants were aware of the negative effects of corporal punishment, but most of them perceived that corporal punishment is one of the most effective disciplining measures in schools that work immediately. For using of corporal punishment, children might show disrespect to teachers, lose their selfconfidence and lose their interest that could be lead to poor learning as well as absenteeism and dropout rate might be increased. The result also identified some possible alternative options to maintain discipline such as small class sizes, co-teacher for large classes, talk to children, counseling, listen to them and value them as well as teach them in interesting ways in a child friendly learning environment. In conclusion, corporal punished should be stopped and teachers should be trained on creating supportive environment for learners and classroom management without using corporal punishment. The study made some recommendations that the government to make explicit the rule of prohibiting corporal punishment in legislation as well as to provide teachers training on classroom management and alternative strategies to control discipline problems in school. The study suggested for further studies to identify the current practice of corporal punishment after banning in both urban and rural context. The other research would be required on how teachers can use alternative methods other than corporal punishment. Awareness raising is essential since corporal punishment is a violation of the rights of children.
Early literacy development and school readiness: perceptions and practices of parents having 3-5 years old children in Dhaka city
(BRAC University, 2013-09) Mehnaz, Ashfi; Yesmin, Sakila; Sultan, Dr. Mainus
Research on early literacy in Bangladesh is mostly concentrated on poorly resourced environments and early literacy practices done by illiterate parents of lower socio-economic communities in rural areas. This study aimed to explore educated parents' perceptions and practices towards early literacy related skills in urban context at home settings. Additionally, it examined the home literacy interventions of 3-5 years old children and their pre-literacy skills in relation to school readiness. Data in this study collected through home observations and in-depth interviews with five mothers and conducted in natural home settings. The questionnaire was pretested and translated pdor to the actual study. This study is followed by three main research questions such as, parental perceptions towards early literacy and school readiness, availability of literacy materials and the process of doing literacy activities at home. Qualitative approach and purposive sample technique were employed in doing the study. Study reveals that educated parents prefer doing informal and unstructured early literacy promotional activities at home settings. They moderately mediate and facilitate early literacy promotional activities along with moderate facilitation of available resources at homes. Parents view home is the main repository for acquiring literacy skills but there lies lack of understanding towards the contributing factors that makes positive home literacy environment. Early reading is viewed as only beneficial for children's academic success and the benefits of early reading associated with other domains (social, emotional, psychosocial etc) are mostly overlooked in parents' responses. Parents are unable to model the behavior of story books reading to their children due to their own literacy habits and knowledge gap, and it works as a reason of conducting less story book reading sessions at home settings. Data suggests that parents seem to be unaware of the fact that shared reading can be a contributing factor to early literacy. Additionally, study reveals that social behavior of schools mostly determines what preJiteracy skills these age group children bring to schools as part of their school readiness. Child's own ability in academic skills is viewed as his/her'school readiness' and readiness in other domains along with family's readiness is overlooked in parent's responses. The study highlighted that educated parents have the understanding that their roles and contribution are factors for promoting children's early literacy but they have inadequate understanding and knowledge gap regarding the significance of their involvement in child's literate life. That's' why parents moderately scaffold and facilitate early literacy promotional activities and available resources at homes despite having opportturities. If parents were more conscious about the significance of their engagement in children's literate life, they might view 'family readiness' essential for child's 'school readiness.'
Explore the role of climate change on children’s development and well-being in early years
(BRAC University, 2025-04) Rahman, Mohammed Rezaur; Yesmin, Sakila
Climate change poses significant challenges, particularly affecting vulnerable children and families in various ways. This research seeks to explore three critical aspects: (1) parents’ understanding of climate change, (2) their perceptions of its effects on children's development and well-being, and (3) the coping strategies used by children and their families. A comprehensive mixed-methods approach was applied that integrates quantitative measures with qualitative descriptions from the experiences of affected individuals in the Satkhira District, a natural disaster-prone coastal region of Bangladesh. 80 parents participated in a survey, and 12 parents were involved in two focus group discussions. Key findings indicated a limited understanding and varying levels of knowledge about climate change among parents. Additionally, parents reported various challenges affecting children’s development due to climate change, including physical health issues (97.5%), lack of play opportunities (81.3%), mental health problems (57.5%), and learning interruptions (67.5%). Furthermore, 27.5% were unable to identify effective coping strategies, and limited access to support systems further complicated the situation for children and families. This research enhances ongoing discourse by offering actionable recommendations for policymakers and practitioners, emphasizing the critical need for adaptive strategies to mitigate risks and strengthen resilience in affected communities.
Exploring caregiver-child interaction in child care center in Dhaka
(BRAC University, 2019-11) Abedin, Syed Shamsul; Yesmin, Sakila
The number of working women is increasing with the enhancement of women education in Bangladesh. So, it has become a burning expedition for the working women of the country to secure and educate their children in a sound way. Thus, the need of quality child care center is in rise in the country in the current century. On the other hand, quality child care center refers the quality care through quality caregivers. By the way, quality child care refers a base of constructions which can effective in early childcare, like, responsiveness is responding to the needs of individual children and acknowledging children’s feelings and thoughts and providing opportunities for children to develop. Caregiver-child interaction plays a big role to ensure the quality of child care. Caregiver-child interaction is a fundamental key of early development. Positive caregiver-child interaction refers to sensitive responsiveness, language & cognitive stimulation support for peer interaction, positive warmth, positive affect, reciprocity, and mutuality. Caregiver-child interaction very much important for all the child’s basic physical and psychological needs must be met by one or more people who understand what infants, in general, need and what this child, in particular, wants. However, caregiver-child interaction need early years because of children latter development and for school readiness. Also a limited numbers of studies have been done in this topic, so need to more work on it. The research was an exploratory study which collected in depth information about the knowledge and practices by the caregivers in the child care center`s during caregiving hours. The research was to explore the knowledge and practice, consequently, it followed a qualitative data collection approach. By this method is able to give in-depth knowledge and practice about the caregiver-child interaction. Conversely, 6 caregivers have selected who is working in daycare center in Dhaka city. The researcher used qualitative method. The primary purpose to choose qualitative research approach is to gather in-depth understanding of caregiver-child interaction in child care center. The findings of the study show that, the knowledge of early childhood development varied among caregivers on some aspects but then also similar opinion was found on some aspects, of understandings. Again, the practices among the caregivers were found to be inconsistent with the knowledge shared in most of the aspects. For some factors are influenced on caregiver-child interaction that’s way caregivers lacked in implementing their knowledge while caregiving. A conclusion can be drawn that some factors which influenced caregiver-child interaction. Child-caregiver ratio, skill and training, and educational qualification it will help to address the influencing factors of caregiver-child interaction. Therefore, it can be recommended that adequate professional training on caregiver-child interaction should be provided to the caregivers. On the other hand, to ensure the quality practice of the caregiver’s performance through supervising and monitoring. A large-scale study is required to come up with the right picture of the knowledge and practice of the caregivers in the child care centers.
Exploring disinclination among children in grades 1 and 2 to attend school and relatbd factors
(BRAC University, 4/30/2014) Shuvra, Muhammad Mizanur Rashid; Yesmin, Sakila; Talagala, Dr. Indrani
Academic achievement in a child's life begins formally within school settings. We expect that children would enjoy school and enthusiastically attend school regularly. Several studies have emphasized the importance of class environment and teachers' significant role in motivating students through nurturing their interest. Important aspects of such motivation include, teacher's pedagogic skills, capacity to manage children and amicable social environment in the class. Lack of these features are likely to create disinclination among children to attend school regularly. The general objective of this study was to explore the reasons that instigate and promote disinclination in children of grade 1 and grade 2 towards attending school. The study was a sequential mixed method study (QUAN-qual). Sixty parents of children attending two schools in Mohammadpur, Dhaka were given self administered questionnaires randomly found waiting on the streets for their children after obtaining their written consent. Data from this questionnaire helped identify disinclined children for informal interviews through purposive sampling. Four parents consented for indepth interview and seven parents gave assent for informally interviewing their children. Data were analyzed in STATA. Findings revealed that 45Yo (n:27) of all the parents interviewed (N : 60) have divulged that children expressed disinclination to go to school regularly, of which at least a quarter of them refuses to go to school every day . Reasons children mentioned included uninteresting class work, less playing space, less playing time, unfriendly teachers and unfriendly peers. Majority of parents, mentioned lack of play space as a more important factor for creating disinclination to attend school in children compared to lack of play time. While bivariate Fischer's exact test showed the latter four factors associated with children's more frequent expression of disinclination, multivariate logistic regression showed lack of playtime as the only statistically significant predictor for a child's everyday disinclination to attend school. Lack of space for playing was a marginally significant factor. Informal discussion (qualitative method) with children was consistent with quantitative conclusions about lack of playing opportunity contributing to disinclination. Parents added excessive workload (as a barrier to play time) as another factor with this. It was interesting to find that some parents strongly believe lack of sleep in the morning makes a child disinclined to go to school. The study found children and parents of two non govemment schools in Dhaka report lack of play time and space as the most important factors that contribute to their disinclination to attend school. School's curricula allow minimum time for children to stay in school and, therefore, less playing time and quality teacher-student interaction time. This study has been able to explore factors that make children disinclined to attend school consistent with the reality of the school's context in urban Dhaka. Further study with larger sample size is required to ensure a wider generalizability of these findings and improving the situation through targeted programmatic approach.
Exploring parental perception about the importance of parent- child attachment for child development in early years
(BRAC University, 2022-12) Murshed, Ruhita; Yesmin, Sakila
Attachment is a relationship bond between young children with their parent or primary caregiver. This relationship develops in early age and it has a long term impact on growth & development. After birth a child starts to communicate with the primary caregiver for their emotional & physical needs (Anna Freund, 2020). Research shows that the quality of parent-child attachment is related to development in early year and later socio-emotional and physical health outcome (Ali. E., 2021). The objective of the study is to know the parents’ knowledge about the importance of the parent- child attachment for child development in early years. This qualitative study was conducted in the Agrabad area of Chattogram city among the 10 educated parents (five mother and five father), who have children of 2 to 5 years of age belongs to middle class starting from July to November 2022. Participants were selected using convenient sampling technique. Data was collected using the IDI guideline. All the parents were unknown about the term ‘Parent-child attachment’; but they understood the parent-child internal relationship and they explain this relationship in different own language. The finding also showed that all the parents were very much concern about their child’s proper development and they know early age is the right time to teach and guide the children. They also highlighted that children imitate and follow parents since very early age as they are intimately related by heart and only place of safety and security. Though the parents don’t know, the impact of parent-child relationship on child development. The parent’s attitude towards their child explains that secure attachment makes the child an ideal citizen. Findings suggest that awareness program regarding attachment and its importance for child development is required for the parents.
Exploring parenting practice and challenges of parents of children with Cerebral Palsy
(BRAC University, 2024-10) Yeakub, Mahmuda Binta; Yesmin, Sakila
This study attempts to explore and learn about the knowledge and perceptions of parents in Bangladesh who have children with cerebral palsy (CP), their mental health, the caregiving burden they encounter, and the coping strategies that they use. A qualitative approach was followed to conduct the study. In-depth interviews and focus group discussions were conducted with ten parents (five mothers and five fathers) to gain insight into the personal experiences of these participants. The result shows that all the parents at the beginning of their child’s CP diagnosis did not have any information on the condition, thus they faced emotional difficulties, stress, and anxiety after the diagnosis. Through the years, parents discussed their child’s condition with the healthcare providers and slowly gathered more knowledge about the disorder and its management. Despite this progress, parents continued to struggle with several issues such as financial constraints, availability of a specialized service, and stigmatization. Parents have reacted to the situation with feelings of depression, anxiety, and loneliness and this is damaging their mental health. However, family support, social networks, and professional support turned into valuable assets in coping with these problems. The results emphasize the necessity for increased awareness, improved healthcare services, and comprehensive support for families of children with CP in Bangladesh.
Exploring the consequences of Covid-19 pandemic on behavior and learning of children with special needs
(BRAC University, 2021-12) Tasnim, Shamma; Yesmin, Sakila
During global crisis, children with special needs are in real bind. COVID-19 pandemic has been detrimental for the children with special needs (CSNs) due to closure of education and therapies, social isolation, unstructured routine and economic deprivation of families which led them to multiple forms of exclusion linked to their basic rights. The purpose of this quantitative research was to explore the consequences of COVID-19 pandemic on CSNs in terms of behavior and learning. 40 mothers with special needs children aged 3 to 8 years participated in this study with a self-rated questionnaire, indicating that majority of the special need children had unawareness about COVID-19 and failed to practice the preventive measures. Findings also discovered that most of the CSNs had inaccessibility to education and therapies which hampered their learning excessively. In addition, incapability to daily living skills, behavioral implications like hyperactivity, aggressiveness, sleep disturbances and changed appetite magnified the risk for CSNs. Additionally, findings highlighted increased negative parental behavior, child abuse and unavailability of essential goods such as medicines prescribed by physicians due to pandemic on CSNs. Therefore, this findings emphasis on further studies, capacity development and policy reforms to ensure the service and mitigate the learning loss of CSNs.
Exploring the importance of teachers’ training for pre-primary education
(BRAC University, 2024-01) Shahriyar, Anik Farhan; Yesmin, Sakila
This executive summary encapsulates the essence of the research conducted on the significance of pre-primary teacher training programs in early childhood education, as outlined in the provided abstract. The research underscores the indispensable role of ECD in shaping a child's long-term health and happiness. With a focus on the ages between 3 and 5, the study emphasizes the pivotal opportunity for children to learn and develop during these formative years. Positioning pre-primary teacher preparation as an investment in the future, the study anticipates profound payoffs. Well-prepared pre-primary instructors contribute to strong educational foundations, fostering better learning outcomes, increased cognitive and socioemotional development, and a higher likelihood of academic achievement for students. The study establishes a link between investing in pre-primary teacher preparation and broader societal benefits. Beyond the immediate effects on students, such investments positively influence social and economic conditions, decrease achievement disparities, enhance social cohesion, and stimulate economic growth. Therefore, this findings emphasis on further studies, capacity development and policy reforms to ensure the service and mitigate the learning loss. This study outlines the multifaceted importance of pre-primary teacher training, emphasizing the need for comprehensive research to inform decision-making and enhance the quality of early childhood education.
Exploring the influences of prolonged screen time on the behavior of children aging 3 to 6 years during Covid-19 crisis
(BRAC University, 2021-12) Marfua, Atia; Yesmin, Sakila
Prolonged screen time exposure had been a soaring concern for children in last two decades but COVID-19 pandemic exacerbated this phenomenon. The aim of this quantitative research was to explore the consequences of prolonged screen time on 3 to 6 years children‟s behavior during COVID-19. The survey was conducted on an online platform with 40 mothers who had 3 to 6 years old children. Strength and Difficulties Questionnaire (SDQ) and Socio-Economic Status (SES) questionnaire were used to collect data. The study showed 91% of mothers believed that prolonged screen time has negative effect on children. The average screen time per child was 3.08 hours which indicates that each of them was exposed to prolonged screen time (more than 2 hours). Mothers noticed children changing behavior due to prolonged screen time during pandemic. As per mothers‟ reflection, children exhibited hyperactivity (52.50%), attention problems (42.50%), reduced interest in studying (37.50%) and aggressive behavior (27.50%). Study also discovered that children who spent prolonged time on screen had more behavior problems than those who were exposed to non-prolonged screen time. Awareness and education is a necessity to initiate healthy digital habits and educate the caregivers and parents regarding the short and long term effects of prolonged screen time.
Maternal perceptions of postpartum depression and its influence on children in early years
(BRAC University, 2025-09) Karim, Humaira Tasnim; Yesmin, Sakila
This qualitative study explores maternal perceptions of postpartum depression and its perceived impact on children’s development during their early years. Despite the growing global recognition of maternal mental health as a prominent determinant of child’s well-being, awareness surrounding postpartum depression and its developmental implications remain limited in many communities. Due to mothers largely constituting infant and children's social environment, it is necessary to investigate how mothers recognize the importance of identifying postpartum depression and its effects on their children. Using a purposive sampling strategy, data for this study were collected through using both Focus Group Discussion (FGD) and In-Depth Interview (IDI) methods. A notable gap regarding the clinical understanding of postpartum depression and its connection to key aspects of early childhood development (emotional attachment with mother, feeding practices, social interaction, cognitive development etc) was observed. Findings from the study highlight the need for instituting community-based awareness programs and integration of maternal mental health services within early childhood development frameworks.
Media representations and journalistic practices in framing early childhood mental health in Bangladesh
(BRAC University, 2025-12) Shameem, Nashia Farzana; Yesmin, Sakila
This study examined the representation of early childhood mental health in Bangladeshi media and the journalistic methods that influenced these depictions. The mental health of early childhood, the emotional and social well-being of children aged 2 to 8 is essential for lifelong development (Shonkoff et al., 2012). A qualitative design analyzed thirty-six articles in Bangla and English published between April and October 2025, alongside seven in-depth interviews with journalists, parents, and mental health specialists. Qualitative content analysis framework facilitated categorization, interpretation, and triangulation. Media coverage was found to be primarily episodic and sensationalized, focusing on negative aspects such as abuse and trauma while neglecting preventive and developmental viewpoints. Ethical breaches included the identification of young victims, the use of distressing imagery, and the omission of expert opinions. Journalists reported facing editorial pressure, a lack of trauma-informed training, and institutional constraints as hindrances to ethical reporting. Similarly, parents and professionals expressed concerns regarding coverage, describing it as stigmatizing, inadequate, and misleading. Ultimately, the study highlights a notable gap in Bangladeshi media's approach to young children's mental health, which often dismisses rights-based and developmental insights. It suggests enhancing ethical and trauma-informed journalism and developmentally appropriate coverage of ECMH.
Parental perception about the effects of Covid-19 pandemic on young children
(BRAC University, 2020-12) Zhen, Wang; Yesmin, Sakila
This qualitative research aims to explore parents’ perception about the consequences of COVID-19 pandemic on their family and young children, which interviewed 6 pairs of parents from a different social and educational background. All participants were aware of the COVID-19 crisis. They shared that it has affected their financial conditions, mental health as well as overall life. Parents also mentioned that it has consequences on physical health, education and mental health of the young children but do not think there exist any long term effect. However, there were some retrogressive behaviors on children during and after pandemic reported by parents.
Parental perception of play-based learning for children with special needs in early years
(BRAC University, 2025-04) Khan, Fahmida Forhad; Yesmin, Sakila
Play-based learning offers numerous advantages for children with special needs, as it promotes skill development, enhances social interaction, and fosters emotional well-being. A qualitative study was conducted to explore parents' perceptions of the benefits of play-based learning for these children. Data were collected from ten mothers through four in-depth interviews and one focus group discussion. The data were analyzed using thematic analysis techniques. The results revealed that participants clearly understood play-based learning, emphasizing its multiple benefits for children with special needs. The mothers noted that play fosters brain development, creativity, and social and emotional connections. Additionally, it provides opportunities for active engagement and early learning. Participants highlighted that play supports the development of cognitive abilities, including problem-solving and critical thinking skills. However, the study also identified several challenges, such as limited resources, cultural differences, language barriers, resistance from traditional educational systems, a lack of teacher preparedness, and the need for supportive classroom environments. Based on these findings, the study recommends that parents, educators, and other stakeholders collaborate to create a supportive play-based learning environment for children with special needs, enabling them to grow and develop to their full potential. According to the study, play-based learning for children with special needs identifies that children learn most efficiently through active involvement and exploration in a fun, meaningful context, rather than through rote memorization or direct instruction. Play-based learning is intensely linked to the cognitive development of special needs children as it provides a safe and engaging atmosphere where they can vigorously discover, experiment, and practice critical thinking skills.
Parental perception on the role of music on children’s socio-emotional development in preschool years
(BRAC University, 2021-12) Konal, Somnur Monir; Yesmin, Sakila
Music fuels all areas of human development, and development is best stimulated when young. Since parents are the first and most influential teachers of children, the duty of providing the right stimulation, and the right stimulating environment, rest upon them significantly. This qualitative study, therefore, explores the parental perceptions regarding the role of music on the socio-emotional development of children in the preschool years. Through six in-depth interviews and a focus group discussion, this research tried to capture the knowledge, practices, and attitude of parents regarding music. The study findings indicated mixed comprehension from parents. While a few of the parents were aware of music as a developmental agent for their children, others had lesser clues on it. The majority of the participating parents carried habitual practices with music at home but didn’t have any associative knowledge on how it helped their children, or what were music’s theoretical benefits with development. However, music as a stress reliever and calming agent was cited by all parents. Furthermore, the terms ‘social’ and ‘emotional’ development were found to be quite ambiguous among them. In fact, early childhood development was more of an unaccustomed term for them to comprehend. Therefore, the research suggested advocacy to parents, integrating music-based curriculum and pedagogy in the pre-primary education system, bringing necessary changes in the education policy, and conducting research on the matter in a larger, and profound manner.
Parents’ and teachers’ perceptions towards two years pre-primary
(BRAC University, 2023-04) Rahman, Mohammad Mafizur; Yesmin, Sakila
Holistic development of a child including, physical development, language development and social emotional development are positively related with pre-primary education that facilitate school readiness. The length of pre-primary is an important issue for child development. The govt is planning to pilot two-years preprimary in Bangladesh. This qualitative study explored the perception of teachers and parents about two years pre-primary where 22 participants (12 teachers and 10 parents) participated in In-depth Interview (IDI) and Focus Group Discussion (FGD). The content analysis technique was used to analysis the data. Findings showed that all participants were aware of early learning and child development of pre-primary age group. All the teachers said that play-based approach was very helpful for teaching-learning activities at pre-primary level. All of them acknowledged the relationship between pre-primary education and school readiness. Teachers knew that the government was planning for two years preprimary but half of the parents knew about the plan. However, the parents appreciated it. Most of parents wanted to send their children to the pre-primary at the age of 4. Most of teachers and some parents supported two years pre-primary, on the other hand one parent preferred one year pre-primary. They also identified some challenges of pre-primary education. In conclusion, the findings of this study will be helpful for the successful implementation of two years preprimary class.
Parents’ viewpoints on the importance of outdoor play space for children aged 3-8 in Dhaka
(BRAC University, 2024-01) Salam, Sajia; Yesmin, Sakila
In Dhaka, Bangladesh, the decrease in playgrounds due to rapid urbanization is evident. Studies have highlighted the adverse effects on children's development when they lack outdoor play opportunities, leading to potential delays and digital device dependency. Despite government awareness, insufficient action has been taken. To address this issue, a research initiative was launched to investigate parental attitudes towards community-based play centers for children aged 3 to 8 in Dhaka. Utilizing qualitative methods, data was collected through a semi-structured survey questionnaire using purposive sampling. Findings revealed that most parents recognize the importance of play for children's development, emphasizing its role in socialization, brain development, learning, and language skills. However, emotional development was often overlooked. Parents expressed support for community-based play centers as viable alternatives to traditional playgrounds due to security concerns. Challenges in establishing such centers include fundraising, parental persuasion, procurement of play materials, and political obstacles.