Play-based pedagogy in urban and rural government pre-primary schools in Bangladesh: an exploratory study

Abstract

This qualitative study explores the implementation of play-based pedagogy in urban and rural pre-primary government schools in Bangladesh, focusing on teacher knowledge, training, and resource availability. Data were collected through semi-structured interviews from 12 teachers, focus group discussions from 24 parents, and classroom observations from six schools, using convenience sampling. Thematic analysis was applied to examine key themes regarding perceptions, practices, and challenges in both contexts. The study found that urban schools, with better resources and training, effectively integrate play-based learning, while rural schools face significant barriers such as inadequate training, and limited resources. The findings highlight the need for targeted policy interventions to address these disparities, stressing continuous teacher development, resource allocation, and community involvement. The study concludes that play-based pedagogy supports cognitive, social, and emotional development, essential for academic success, and calls for overcoming systemic barriers to ensure equal opportunities for all children.