The role of parental engagement in supporting play-based learning for pre-primary school children, age 4-5

Abstract

Parental involvement in education is very important. However, parents have been observed to be less involved in the education of their children. In our country's context, especially among the lower-middle class and lower-class workforce, parental involvement in their children's education has fallen below the mark. Joyful education is essential in the education of children in the early years because when a child first enters school, a joyful environment is needed in the child's first transition from the home to the school environment. And in that environment, with the presence of parents, the inclusion of child-oriented, attractive plays helps the child achieve the desired learning outcomes. Using a qualitative methodology, the research incorporates Focus Group Discussions (FGDs) and In-Depth Interviews (IDIs) with parents and early childhood educators to gain comprehensive insights. Ethical considerations are carefully addressed by ensuring informed consent, maintaining confidentiality, and creating an inclusive discussion environment. The study also investigates barriers to parental involvement, such as misconceptions, limited communication with educators, and increased screen time, which may reduce opportunities for physical and imaginative play. By identifying key factors that shape parental engagement, the research aims to bridge the gap between parental perceptions and the educational benefits of play-based learning. The findings will inform recommendations for educators, policymakers, and stakeholders to create a more supportive learning environment. This study contributes to the broader discourse on strengthening parental involvement in play-based learning through evidence-based policies and interventions.