Preschool teaching and learning: a case study exploration in Dhaka

Abstract

This case study investigates preschool teachers’ strategies to regulate a successful learning environment in preschool. These are manifest through an observational journey in a preschool located in Dhaka, Bangladesh. The purpose of the study was to describe how teaching and learning are conducted in a student-centered learning environment. The study was accountable to find out three major components: firstly, plan, implementation, and assessment of preschool teaching and learning; secondly, the impact of the preschool environment on children’s thinking ability; and, thirdly, the use of technology in preschool. In order to present the description of teaching and learning based on the three components, a case study methodology was applied. With an aim to keep the objectivity and complete representation of the data, the researcher gathered the data from multiple sources: five preschoolers, two preschool teachers, and an early childhood specialist who is also the director of the school. The observation and interaction with the participants occurred in a learning environment. The study findings reveal how the pre primary education system varies from the traditional academic education system. How ‘learning through play’ is being incorporated to engage students and to promote early development was an important aspect found in ‘learning’. These outcomes were described in detail by linking with several studies on early childhood programs.