dc.contributor.advisor | Islam, Syeda Fareha Shaheeda | |
dc.contributor.author | Mursalin, Shakera | |
dc.date.accessioned | 2022-03-06T09:40:23Z | |
dc.date.available | 2022-03-06T09:40:23Z | |
dc.date.copyright | 2021 | |
dc.date.issued | 2021-12 | |
dc.identifier.other | ID 20355015 | |
dc.identifier.uri | http://hdl.handle.net/10361/16407 | |
dc.description | This thesis is submitted in partial fulfilment of the requirements for the degree of Masters of Science in Early Child Development, 2021. | en_US |
dc.description | Cataloged from PDF version of thesis. | |
dc.description | Includes bibliographical references (pages 54-59). | |
dc.description.abstract | The COVID-19 pandemic had turned the education sector on its head. When schools
were shut down worldwide as a preventive measure to minimize the spread of the
virus, educators were sent scrambling to adjust with an almost new teaching method -
online classes. Pre-primary education was not an exception to this upheaval. As the
education at this level is tailored for play-based learning depending on physical
proximity, teachers had to develop new ideas to be effective in the online classes. This
study shed light on the perception and practice of play-based learning in the preprimary
online classes during the COVID-19 pandemic.
The study is a qualitative study conducted on pre-primary level teachers. The data has
been collected through 6 in-depth interviews and 2 class observations.
The study findings show that the teachers know the basics of pre-primary education
and practice play-based learning in their classes. However, most of them lack in-depth
knowledge regarding the objectives and purpose of using play-based learning for preprimary
education. Instead of helping the students attain their developmental
milestones, the teacher employs play-based learning for academic purposes. The study
also shows that teachers are hampered by problems like- network and electricity
issues, inability to retain students' attention, not attending classes, and insufficient
teaching materials while taking online classes. | en_US |
dc.description.statementofresponsibility | Shakera Mursalin | |
dc.format.extent | 68 pages | |
dc.language.iso | en | en_US |
dc.publisher | Brac University | en_US |
dc.rights | BRAC University thesis reports are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. | |
dc.subject | Pre-primary education | en_US |
dc.subject | play-based learning | en_US |
dc.subject | Covid-19 pandemic | en_US |
dc.subject | Online classes | en_US |
dc.subject.lcsh | Education, Preschool | |
dc.subject.lcsh | Internet in education | |
dc.title | Practice of play-based learning in online classes at preprimary level (age 4-5) during Covid-19 pandemic | en_US |
dc.type | Thesis | en_US |
dc.contributor.department | Institute of Education Development, BRAC University | |
dc.description.degree | M. Early Child Development | |