Thesis (Master’s in Early Childhood Development Program)

Permanent URI for this collectionhttps://hdl.handle.net/10361/113

Browse

Now showing 1 - 20 of 281

Open Access
Exploring preschool teachers' perception of individualized teaching practices to support children's school readiness
(BRAC University, 2026-08) Barisha, Nairita Nahrin; Islam, Syeda Fareha Shaheeda; BRAC Institute of Educational Development
This qualitative study explores the preschool teachers' perceptions of individualized teaching practices and their role in supporting children's school readiness in English-medium and government preschool settings in Bangladesh. It examines teachers' understanding of individualized teaching, the adjustments and strategies they use to address children’s learning needs, and the challenges they face in implementing these practices. The study also highlights the differences between preschool settings in terms of teacher availability and support, classroom conditions, and availability of resources. Through analysis of the classroom observations and interviews, this research highlights factors needed for the effective implementation of individualized teaching practices. The findings emphasize the importance of ensuring responsive teaching, as well as providing a supportive classroom environment to promote children’s holistic development and children's school readiness. These findings can be useful for teachers, school leaders, and policymakers to strengthen in early childhood education practice in Bangladesh.
Open Access
Parents’ perceptions and practices related to children’s self-regulation as a key component of school readiness in urban Dhaka
(BRAC University, 2026-08) Mim, Israt Zahan; Imran, Mostak Ahamed; BRAC Institute of Educational Development
School readiness is an important aspect of early childhood development that extends beyond academic preparation and includes children’s social, emotional, behavioral, and self-regulatory competencies. This qualitative study explored parents’ perceptions and practices regarding children’s self-regulation as a component of school readiness in urban Dhaka. Data were collected through four in-depth interviews (IDIs) and one focus group discussion (FGD) with parents of children aged 3–6 years and were analyzed using thematic analysis. The findings revealed that parents perceived school readiness as involving academic preparedness as well as independence, communication, social competence, emotional regulation, and behavioral control. Parents supported children’s self-regulation through structured routines, responsive guidance, opportunities for independence, and play-based everyday experiences. However, parents also identified challenges including children’s screen use, limited parental time, difficulties managing children’s emotions and behavior, limited awareness of self-regulation, and insufficient institutional support. Although many parents were unfamiliar with the formal concept of self-regulation, they demonstrated practical understanding of its importance through their everyday parenting practices. The study suggests that greater parental awareness, stronger parent–school collaboration, and supportive early childhood practices are needed to promote self-regulation as an essential component of school readiness in Bangladesh.
Open Access
Exploring parental knowledge of fathers’ mental health and its relation to children’s development
(BRAC University, 2026-08) Akter, Sumaiya; Yesmin, Sakila; BRAC Institute of Educational Development
This study aims to explore parental knowledge of fathers’ mental health and its relation to children’s development. This study especially focuses on fathers’ mental health following childbirth, which is relatively an under-researched area compared to mothers’. This study adopted a qualitative approach to explore the knowledge of parents of children aged 0-3 years regarding the mental health of fathers and its influence on children’s development. Data were collected through in-depth interviews with mothers and fathers from a middle socio-economic background. The findings indicate that both parents are aware that fathers can experience mental health problems after a child is born and that fathers’ mental health influences children’s development. Hence, this study offers a direct path for future research on fathers’ mental health while underscoring the importance of raising awareness among parents and implementing routine mental health screening by professionals in Bangladesh.
Open Access
Parental perspectives on the effect of air and water pollution on early childhood development among urban disadvantaged children (0- 8) in Dhaka
(2026-08) Noor, Sumaiya Marzan; Khan, Mohammad Safayet; BRAC Institute of Educational Development
Air and water pollution have become serious everyday problems in Dhaka, especially for families living in urban disadvantaged communities. Young children are more vulnerable to environmental pollution because their bodies and minds are still developing during the early years of life. Exposure to polluted air, unsafe water, poor sanitation, and unhealthy living conditions can affect children’s health, growth, learning, and emotional well-being. This study aims to explore how parents and caregivers in Dhaka understand the effects of air and water pollution on children under 8 years of age. The study also focuses on the steps caregivers take to protect their children from pollution and the difficulties they face in trying to ensure a safe and healthy environment for early childhood development. A quantitative research approach was used, and data were collected from the 60 parents and caregivers through structured questionnaires. The findings of the study provide a better understanding of caregivers’ experiences, awareness, and daily coping practices related to environmental pollution. The study may also help to support future awareness programs, child-focused environmental policies, and interventions for improving children’s health and development in Bangladesh.
Open Access
Exploring mothers’ use of social media for parenting and health information in Bangladesh: Patterns and practices
(BRAC University, 2026-08) Smita, Sajia Afreen; Zafar, Areefa; BRAC Institute of Educational Development
This study explored the patterns of social media use among urban mothers of children aged 0-5 years in Bangladesh for obtaining parenting and health related information and examined how they applied this information in their daily parenting practices. A qualitative approach is used, involving five in-depth interviews and one focus group discussion with urban mothers in Dhaka and Cox’s Bazar, analysed thematically. The findings show that Facebook and YouTube are the primary platforms mothers use to seek information across a range of topics, including pregnancy, childbirth and postnatal care, maternal health, minor child health issues, feeding, child learning activities and behaviour management. Beyond information, these platforms also offer practical guidance and social and emotional support. Participants expressed concerns about social media information credibility and evaluated it by reading comments, cross-checking other platforms, relying on personal judgement and consulting doctors for serious health concerns. They apply social media information to feeding, vaccination related decisions, behaviour regulation and child learning activities. Some mothers reported modifying traditional parenting and childcare practices based on social media information. Some of them experienced resistance from family members and people around them when implementing certain parenting practices learned through social media. Based on these findings, digital literacy initiatives are recommended to help mothers critically evaluate online health and parenting information. Early childhood development programs should also include other family members such as grandparents and in-laws, to reduce resistance to evidence based practices. This study concludes that social media plays an important role in urban mothers’ parenting and health related information seeking practices and that the application of this information is shaped by both access to information and family and social contexts.
Open Access
Perceptions of urban parents of their roles in the learning and development of children aged 3–5 years in Dhaka
(BRAC University, 2026-08) Afrose, Tamanna; Zafar, Areefa; BRAC Institute of Educational Development
Parents play a vital role in children’s learning and development during the early years (Black et al., 2017; Jeong et al., 2021). Parents’ beliefs and perceptions can shape the learning experiences and activities they provide for young children; therefore, understanding these perceptions is important for strengthening parenting support and promoting children’s development (Fisher et al., 2008; Jeong et al., 2021). Research conducted in Bangladesh has demonstrated the importance of the home environment, parental stimulation, and caregiving experiences for young children’s development (Hamadani et al., 2010);This study addresses the gap by examining the experiences, beliefs, and everyday practices of urban parents in Dhaka. A qualitative research approach was adopted. Data were collected through two Focus Group Discussions (FGDs) with mothers and fathers separately and four In-Depth Interviews (IDIs) with parents of children aged 3–5 years. The data were analysed using thematic analysis to identify key themes. The findings show that parents perceive themselves as the primary contributors to their children's overall development. They emphasized their roles in nurturing moral values, emotional well-being, communication, social skills, independence, and early learning through quality time, responsive communication, storytelling, play, and a supportive home environment. Parents also acknowledged the positive role of preschool in children's social and school readiness. However, participants identified challenges such as work-related time constraints, children's increasing use of digital devices, limited parent–child interaction, and the need for greater knowledge of positive parenting practices. The study concludes greater access to evidence-based parenting resources are needed to enhance children's holistic development in Bangladesh.
Open Access
Teachers’ perceptions of integrating play-based pedagogy for English language acquisition in English classrooms for 6–8-year-old children in English-medium schools of Bangladesh
(BRAC University, 2026-08) Haque, Najiyah Farah; Khanom, Ferdousi; BRAC Institute of Educational Development
This qualitative study explored teachers’ perceptions and classroom practices regarding the use of play-based pedagogy for English language learning among children aged six to eight in English-medium schools in Bangladesh. The study explored teachers’ understanding of play-based learning, their classroom practices, and the challenges affecting its implementation through six in-depth interviews and three classroom observations. The study focused on teachers with experience teaching children aged six to eight years who are learning English as a second language. The findings showed that teachers had positive views about play-based pedagogy and recognized its importance in improving young learners’ engagement, confidence, and English language development. Their understanding was mostly consistent with existing theories of play and second language acquisition. However, classroom observations showed a difference between teachers’ beliefs and their actual practices, as the use of play-based approaches depended on school environment, classroom conditions, and institutional expectations. The study concludes that the main challenges to implementing play-based English teaching stem from structural and contextual factors rather than teachers’ lack of interest or willingness. Finally, as recommendation the study suggested teacher training, reforming assessment systems, increasing parental awareness, and creating more flexible classroom conditions that may support better English language learning experiences for young children in Bangladesh.
Open Access
Exploring parental support for children’s early literacy and numeracy through play at home
(BRAC University, 2026-08) Hossain, Dilruba; Yesmin, Sakila; BRAC Institute of Educational Development
Many children in Bangladesh begin primary school without adequate early reading and counting skills, which can hinder their future educational progress. This qualitative study explored how parents support their children’s early literacy and numeracy through play at home in Dhaka. It examined parents’ views on play-based learning, the types of play activities they use to support learning, and the factors influencing their involvement. Data was gathered through in-depth interviews with parents of young children and was analyzed thematically. The findings showed that parents viewed play as more than just fun; it is a natural, enjoyable, and stress-free way to learn. They engaged in various literacy activities, such as rhymes, flashcards, alphabet toys, drawing, word games, spelling, and guessing games. Numeracy was encouraged through daily household routines such as cooking, counting fruits and vegetables, and using items like biscuits, eggs, blocks, and balls, as well as physical games. Children responded positively to these play-based methods, showing interest, curiosity, happiness, and active participation. However, parents faced challenges, including limited time, household chores, lack of appropriate play spaces, and limited guidance. The study highlights the need for affordable parent training, support that includes fathers, and culturally relevant home learning strategies.
Open Access
Urban parents’ views on play as a tool for children’s emotional expression
(BRAC University, 2026-08) Akram, Asfina; Khan, Farasha; BRAC Institute of Educational Development
One of the natural ways through which children communicate, learn and express their everyday experiences is play. Although the developmental benefits of play are broadly acknowledged, little is known regarding the use of play to support children’s emotional expression in Bangladeshi context. Thus, this study was undertaken to explore the urban parents’ views of play as a tool or medium for children’s (3-5 years) emotional expression and identify the factors that influence parents’ use of play to support children’s emotional expression. The qualitative study was conducted in some urban areas of Dhaka city with purposely selected participants (both father and mother) and followed in-depth interviews and focused group discussion methods to collect and analyze data. The study found that all the participants had a basic understanding of play and they recognised its significance for children’s holistic development. Moreover, the participating parents also acknowledged that children naturally express emotions during play. However, despite being aware, the majority of the participants reported that they do not intentionally use play to teach children about emotions and promote emotional expression. This indicated a gap between urban parents’ knowledge and practice. The findings further showed several barriers to play, including lack of time due to busy life, limited free spaces and increased screen time among children. Parents also perceived that urban life’s competitive nature restricts children’s emotional expression and creativity. The study recommended that intentional play-based parenting practices should be encouraged for facilitating children’s emotional expression and contextual barriers that limit opportunities for children’s emotional growth should be addressed.
Open Access
Exploring teachers' & parents' perception of the role of playgrounds In children's development
(BRAC University, 2026-08) Choudhury, Adrita Roy; Islam, Syeda Fareha Shaheeda; BRAC Institute of Educational Development
Outdoor play is widely identified as an important area of development within early childhood period, supporting the child's holistic development as well as fostering school readiness. However, rapid urbanization, increasing screen time, demolition of outdoor areas, academic pressure and parents’ work pressure have reduced the opportunities for outdoor play, especially in dense urban environments such as Dhaka, Bangladesh. This research has examined outdoor playground outcomes in children’s holistic development and school readiness from the perspectives of parents and preschool teachers. Following Bronfenbrenner’s Ecological System Theory and Vygotsky’s Sociocultural Theory, this study conducted semi-structured in-depth interviews with parents and preschool teachers of 4-6 years old in Gulshan and Dhanmondi areas of Dhaka following a qualitative phenomenological approach. The findings showed that individuals have believed daily outdoor play is important for the holistic development of the child including problem-solving skill, emotional well-being, creativity, self-independence, and school readiness. Academic pressure, asymmetric relaxation increases screen time and reduce participation in outdoor play. The findings also highlighted the importance of collaboration among families, schools, communities and policymakers to create safe, practical and inclusive outdoor play environments for all children as well as lead to few essentials recommendations for educators, parents, policymakers and researchers to rethink about how playgrounds should be included in children’s’ lives for early years’ developments.
Open Access
Caregivers’ perception of quality in daycare centres within the RMG sector in Bangladesh
(BRAC University, 2026-08-18) Akter, Nabila; Ahmed, Nashida; BRAC Institute of Educational Development
This qualitative study explored how working mothers employed in Bangladesh’sReady-Made Garment (RMG) sector perceive the quality of daycare centres attendedby their young children. Conducted in Gazipur and Savar, the study used semistructured in-depth interviews with 14 working mothers and key informant interviews with daycare managers and factory stakeholders. Thematic analysis following Braun and Clarke’s framework identified seven themes: defining quality through daily observation; safety and physical environment; hygiene and sanitation; caregiver-child interaction and emotional care; food, nutrition, and daily routines; communication, trust, and overall satisfaction; and mothers’ suggestions for improvement. Findings show that mothers assess daycare quality mainly through visible and relational indicators, including cleanliness, safety, caregiver warmth, feeding practices, and regular communication, rather than formal regulatory or educational standards. Workplace realities such as long working hours, rigid shifts, and limited family support strongly shape mothers’ expectations and reliance on daycare. The study highlights the gap between policy requirements and everyday daycare experiences and offers practical implications for factory management, childcare policy, and early childhood development programming in Bangladesh
Open Access
Mothers’ perceptions regarding music and movement for fostering cognitive development in children aged 3–5 years in Bangladesh
(BRAC University, 2026-08-11) Rahman, Lubaba; Khan, Farasha; BRAC Institute of Educational Development
This qualitative study explores Bangladeshi mothers' perceptions, practices, and challenges in using music and movement activities to support cognitive development in their 3 to 5 year old children. Through 6 in-depth interviews with 6 mothers and 1 focus group discussion with 8 mothers (total 14 urban middle-income mothers from Dhaka), 5 key themes emerged: mothers' perceived cognitive benefits of music and movement for memory, attention, language, and concept learning; integration into everyday home routines such as feeding, bathing, and bedtime; pros and cons of digital media use with YouTube providing accessible content but creating screen dependency; family, cultural, and household challenges including in-law resistance, academic pressure, and time & energy constraints; and support needs for culturally relevant Bangla content, family awareness, and community spaces. Findings reveal mothers recognize cognitive value but prioritize academics, face barriers, heavily depend on digital platforms amid content gaps, and need shared family support plus appropriate resources to sustain home-based practice. Recommendations highlight needs for culturally relevant content, family awareness, and policy support to integrate music/movement into home learning.
Open Access
The role of social media in language development and social interaction among children aged 5–8 years
(BRAC University, 2026-08-18) Chowdhury, Farheen; Yesmin, Sakila; BRAC Institute of Educational Development
This qualitative study explores the role of social media in language development and social interaction among children aged 5–8 years in Dhaka, Bangladesh. The children are exposed to short reels, Youtube videos, gaming platforms and other interactive social media platforms which may influence their language development and interaction style. Semi-structured In-depth Interviews (IDIs) were conducted with five parents (P1–P5) and five teachers (T1–T5), and four children were observed using observation checklists in their natural house settings to support data triangulation. The collected data were analyzed thematically to identify recurring patterns and the perceived influence of social media on language and social interaction. The findings reflect a shift in their communication patterns where children use coded language and gesture-based communication. Both parents and teachers expressed concern regarding social media dependency and its influence on pronunciation, sentence formation, and communication style. Teachers observed reduced attention span and quick transitions between tasks, along with clustering and exclusion among children. Positive influences were also reported by both parents and teachers, where educational content can encourage effective learning and create a new identity with shared knowledge. The study highlights the importance of balanced parental mediation and contextualised pedagogical practices along with the need for digital literacy awareness among parents and teachers. It contributes to the understanding of evolving linguistic practices in a multilingual urban environment.
Open Access
Influence of play-based learning on child development (3–5 years)
(BRAC University, 2026-08-18) Tasnim, Nusrat; Ahmed, Nashida; BRAC Institute of Educational Development
This qualitative study explored the influence of play-based learning on the development of children aged 3–5 years. The research aimed to explore how play is understood and practiced in early childhood settings and how it supports children’s overall development. The study also aims to understand how parents’ perspectives on play and how they support play-based learning at home. Data was collected through classroom observations, semi-structured interviews with parents. The findings indicated that play-based activities positively support children’s problem-solving skills, creativity, communication abilities, cooperation, and emotional regulation. Parents reported that storytelling, role-play, drawing, and interactive games enhanced children’s curiosity and active engagement in learning. Classroom observations revealed that teachers intentionally integrated play-based learning , such as- songs, group interactions and guided activities to facilitate learning while sustaining children’s attention and participation. Play in preschools mainly occurs through structured, teacher-guided activities rather than extended free play. It is often integrated with academic tasks such as counting, storytelling, and alphabet learning due to strong parental expectation for early achievement. However, observations also indicated that curriculum demands and time constraints often restricted opportunities for child-initiated, exploratory and open-ended play experiences within classroom settings. Opportunities for children-led and outdoor play are limited in some settings. Many parents understand that play is important for their child’s development, but still, they prioritize academic learning at home. They try to support play through storytelling, small games but play is often linked with letters, numbers or school tasks. Despite these limitations children consistently demonstrate higher levels of engagement, enthusiasm and active participation during play-based learning compared to more traditional, worksheet based learning tasks. Because of academic pressure, limited space children do not always get time for free play. Overall parents value play but prefer it to be educational rather than just for enjoyment. Exploring this topic is important because early childhood is a critical period for holistic development, and play-based learning can contribute to building strong foundations for lifelong learning. The study contributes to a better understanding of current practices and perspectives related to play in early childhood education.
Open Access
Teachers’ perceptions of their readiness for inclusive early childhood education in government primary schools of Bangladesh
(BRAC University, 2026-08-17) Islam, Md. Shariful; Khanom, Ferdousi; BRAC Institute of Educational Development
This qualitative study explores the readiness and pedagogical practices of Early Childhood Education (ECE) teachers regarding inclusive education in Kulaura, Moulvibazar. While national policy promotes inclusion, a significant gap remains between intent and classroom reality in these resource-constrained settings. Data were collected through in-depth interviews with six teachers and three classroom observations, using purposive sampling to capture diverse professional experiences. Findings reveal a dichotomy between conceptual understanding and technical competency. While teachers demonstrated strong emotional commitment, they expressed technical hesitation due to a lack of specialized training. To bridge this gap, teachers utilized relational strategies like the Friendship Method (peer-led inclusion) and Pedagogical Patience as proxies for formal resources. However, high student-teacher ratios often led to structural detachment, forcing a return to rote learning. The study concludes that individual willingness cannot succeed without systemic support. Key recommendations include practical, disability-specific professional development, the appointment of assistant teachers to manage large classes, and context-specific resources for remote schools to ensure effective inclusive practice.
Open Access
Perceptions of low-income working parents on childcare in Dhaka City
(BRAC University, 2026-08-17) Yousha, Nasrat Ahmed; Zafar, Areefa; BRAC Institute of Educational Development
This qualitative study explores the perceptions of low-income working parents regarding childcare services for children under the age of five in Dhaka City. Despite the rising number of women in the workforce, many low-income families remain excluded from essential, affordable and reliable childcare services, often forcing mothers to leave their jobs or rely on unsafe, informal care arrangements. Through an examination of parental understanding, influencing factors and existing challenges, the study identifies a significant gap between the high demand for childcare and the limited availability of such services in urban slum communities. Findings suggest that while parents increasingly recognize the importance of childcare services, their choices are heavily constrained by service costs, lack of availability, and concerns regarding child safety and caregiver trust. The study emphasizes the urgent need for community-oriented, affordable childcare models for low-income working parents in Dhaka city. These insights contribute to the design of context-specific interventions and inform policy advocacy for early childhood development goals.
Open Access
Teachers’ perceptions of school readiness of preschoolers in urban Bangladesh
(BRAC University, 2026-08-17) Sinha, Chumki; Khan, Farasha; BRAC Institute of Educational Development
The study explores how preschool teachers in urban Dhaka, Bangladesh understand children’s readiness for school among children aged 3 to 5 years. It focuses on teachers’ views about children’s preparation for primary school. Data were collected through focus group discussions and in-depth interviews. This research looks at children’s developmental skills and the factors that influence their transition to formal schooling. Teachers describe school readiness as a mix of several abilities. These include basic thinking skills, early language development, emotional control and social interaction. Many teachers believe that all these areas are important for a smooth transition to primary school. However, differences were found between private and NGO run centers. These differences are related to available resources and teaching methods. Teachers also identify several factors that affect readiness for formal schooling. They consist of classroom settings, teacher preparation, parental involvement, and school expectations. Support from families is seen as especially important. A positive learning environment also plays a major role. The study identifies insight into how early learning preparedness is understood in urban Bangladesh. It suggests the need for better teacher training, improved policies and stronger cooperation between schools and families.
Open Access
Teachers’ perceptions of technology integration in early childhood classrooms in Dhaka city
(BRAC University, 2026-08-17) Mamataz, Tahmina; Imran, Mostak Ahamed; BRAC Institute of Educational Development
Technology has increasingly become an important component of early childhood education, influencing teaching strategies, learning environments, and children’s engagement in classrooms. In urban educational settings such as Dhaka city, the integration of digital tools in early childhood classrooms is gradually expanding. However, teachers’ perceptions and experiences play a critical role in determining how effectively technology is integrated into teaching and learning practices. This study explores early childhood teachers’ perceptions of technology integration in classrooms within selected schools in Dhaka city. The research focuses on understanding how teachers use digital tools in their teaching practices, the benefits they observe in children’s learning, and the challenges they encounter while integrating technology with play-based learning approaches. Using a qualitative research design, data were collected through in-depth interviews and a focus group discussion with twelve early childhood teachers working in two urban schools located in Dhaka. The study examines teachers’ experiences with digital resources such as multimedia presentations, educational applications, and interactive learning tools in early childhood classrooms. The findings indicate that teachers generally view technology as a supportive tool for enhancing children’s engagement, supporting language and cognitive development, and enriching classroom activities through visual and interactive learning experiences. However, the study also identifies several challenges, including limited training, concerns about screen time, and the need to balance technology use with play-based learning approaches. The study highlights the importance of professional development opportunities and institutional support to help teachers integrate technology in appropriate ways. By exploring teachers’ perspectives, this research contributes to a better understanding of how technology can be effectively incorporated into early childhood education in Bangladesh. The findings may inform policymakers, school leaders, and teacher training institutions in developing strategies that promote meaningful and balanced use of digital tools in early childhood classrooms.
Open Access
Understanding working mothers’ perspectives on parenting and early childhood development in semi-urban areas
(BRAC University, 2026-08-17) Madhobe, Sayada Afrin; Khan, Mohammad Safayet; BRAC Institute of Educational Development
This qualitative study explores the perspectives of working mothers regarding parenting and early childhood development (ECD) in semi-urban areas of Bangladesh. With increasing female participation in the workforce, mothers face the dual responsibility of employment and caregiving during their children’s critical developmental years. Using a phenomenological approach, data were collected through six in-depth interviews and two focus group discussions conducted in Gazipur and Madaripur. The findings reveal that mothers perceive themselves as the primary caregivers and first teachers of their children. Although participants demonstrated general awareness of holistic child development, they experienced significant challenges, including time constraints, emotional guilt and limited workplace support. Grandparents emerged as the primary childcare providers, while access to formal daycare services remained limited and costly. Despite challenges, employment contributed positively to mothers’ financial independence, confidence and decision-making power. The study highlights the need for family-friendly workplace policies and community-based childcare services in semi-urban Bangladesh. The findings contribute to strengthening ECD practices, genderresponsive policies and support systems for working mothers.
Open Access
A parental perspective on the impact of screen exposure on speech development in early childhood
(BRAC University, 2026-08-17) Shupti, Naziat Islam; Khan, Mohammad Safayet; BRAC Institute of Educational Development
This qualitative study explores parental perspectives on how screen exposure affects speech development in children aged 1 to 5 years in Uttara, Dhaka, Bangladesh. Through 2 focus group discussions and 8 personal interviews conducted online with parents the research investigates whose children attend preschool at home or have recently started English medium schooling, parental observations, concerns, and management strategies regarding children's screen use. The research finding shows that children in the study spent between 2 to 5 hours daily on screens, substantially exceeding WHO and AAP recommended guidelines. Parents identified limited vocabulary, difficulty forming sentences, and the "screen talk" phenomenon (reciting content without functional communication) as primary concerns. The study moreover identifies four thematic patterns: displacement of verbal interaction by passive screen engagement, the "digital babysitter" phenomenon, educational content as a double-edged sword, and cultural/familial influences on screen use. Contributing factors included urban living constraints, parental work schedules, and limited awareness of developmental guidelines. The research highlights a significant gap between parental awareness of screen time risks and their ability to implement effective restrictions, particularly in joint family contexts. These findings underscore the need for culturally tailored interventions addressing the unique challenges faced by Bangladeshi families.

Browse

Recent Submissions