Exploring parental support for children’s early literacy and numeracy through play at home

Abstract

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.