The role of play in children's socioemotional well-being: insights from parents’ perspectives

Abstract

This qualitative study explores the role of play in promoting socioemotional well-being among children aged three to five, based on the perspectives of parents in Dhaka, Bangladesh. Drawing on interviews with eight parents (four mothers and four fathers), the research investigates how parents understand, facilitate, and face challenges in implementing play pedagogy. Thematic analysis revealed that while parents widely recognize play as beneficial for emotional expression, confidence-building, and social skills, many are unfamiliar with formal concepts such as "play pedagogy." Participants emphasized the emotional bond formed through play, the development of empathy and cooperation, and the importance of peer interaction. However, time constraints, work pressures, and lack of resources were commonly cited barriers to active engagement in play. The study is grounded in theories by Piaget, Vygotsky, and Erikson, highlighting play's centrality in cognitive, social, and emotional development. Findings suggest that enhancing parental awareness and structural support for play could improve children’s socioemotional outcomes and overall well-being.