Parents’ perceptions of socio-emotional development of children aged 3 to 5 years in Bangladesh

Abstract

This qualitative study examines parents’ perceptions and practices related to the socio-emotional development of children aged 3 to 5 years in urban Bangladesh. Drawing on six in-depth interviews and two focus group discussions with mothers and fathers in Dhaka, the findings reveal that while parents acknowledge the importance of socio-emotional growth, their approaches are shaped by gender roles, cultural expectations, and environmental constraints. Mothers tend to nurture emotional development through storytelling, conversation, and moral guidance, whereas fathers emphasize structured discipline, calm modeling, or delayed intervention. Extended family members also contribute to children’s emotional learning, though intergenerational differences often lead to inconsistencies. Parents report facing challenges such as limited time, insufficient knowledge, and the disruptive effects of high screen exposure on emotional engagement. The study underscores the need for culturally responsive, father-inclusive, and family-oriented programs, the integration of socio-emotional learning into early childhood education, and practical guidance on managing digital exposure. Overall, the findings provide valuable insights for promoting emotional literacy, self-regulation, and social competence among young children in urban Bangladeshi contexts.