Teachers’ perspectives on play-based learning for children aged 4-6 in early education

Abstract

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.