Father involvement in pre-primary children’s learning: as perception study in government primary school

Abstract

This study examines fathers' perception regarding their involvement in children's pre-primary learning in government primary schools of Bangladesh. The study emphasizes the significant relationship between father involvement and children's academic achievement. Data were gathered using qualitative methods, specifically through interviews and focus group discussions. The results were categorized into four themes: fathers' perceptions of involvement, practices adopted by fathers to help children's learning, challenges to involvement, and fathers' increased participation in institutional activities. The findings indicate that although fathers acknowledge the advantages of their involvement, they encounter considerable obstacles, such as financial constraints, cultural expectations, familial support, and insufficient institutional initiatives. Many fathers engage in informal, play-based learning methods like storytelling and educational games but struggle to balance professional commitments with their involvement in children’s learning. They often relying on their spouses for information and support in this regard. The study recommends for raising awareness and implementing community initiatives to foster father involvement that ensures shared parenting and community support for fathers. It emphasizes school initiatives, like regular meetings and father-focused activities. The study also recommends for a cultural shift and institutional support. These strategies can create an inclusive environment, enhancing fathers’ roles in children’s pre-primary learning. It is hoped that the findings of this study will play a significant role in improving the quality of pre-primary education in the government primary schools in Bangladesh.