Perception of teachers on play-based learning as effective pedagogical tool in early-primary grade

Abstract

A qualitative study was conducted to explore English Medium school teachers' understanding of play-pedagogy for the optimal development of children (aged 6 to 8 years) in early primary grades (1-3) within formal education. Teachers play a crucial role in developing children's social, emotional, academic, and democratic competencies. They serve as educators, mentors, and guides, imparting knowledge, instilling values, and fostering responsible citizenship. The study aimed to understand the perspectives, knowledge, and attitudes of early primary teachers in urban Dhaka regarding the use of play-based techniques to build functional literacy skills. Data were collected through remote In-Depth Interviews (IDI) guided by semi-structured, open-ended research guidelines. The findings indicate that teachers recognize the benefits of play-pedagogy in the classroom, emphasizing the positive impact of a creative and enjoyable learning environment. However, some teachers face challenges such as limited class time, workload, and a lack of technology use. The study recommends the inclusion of play-pedagogy in education policies to ensure that all primary-level teachers are qualified and possess adequate knowledge of early childhood development. Specialized training, supportive resources, and conducive classroom environments aligned with modern technological standards are suggested to facilitate the successful implementation of play-pedagogy.