Parents perception on the role of play based learning in numeracy and literacy development of children aged 3 to 5

Abstract

This qualitative study explored parents' perceptions and practices regarding the role of play-based learning in the numeracy and literacy development of children aged 3 to 5 in Chattogram, Bangladesh. Employing in-depth interviews (IDIs) with six parents and focus group discussions (FGDs) with another six, the research aimed to understand parents' understanding, practices, and challenges related to play-based learning. Thematic analysis of the transcribed data revealed diverse parental understandings of play-based learning, ranging from child-led exploration to structured educational approaches. Parents recognized the importance of play in developing numeracy and literacy skills, utilizing activities like role-play, storytelling, and manipulatives. However, challenges such as time constraints, parental anxiety, and balancing digital and traditional play were prevalent. Notably, the study implicitly highlighted differences in mothers' and fathers' roles, with mothers appearing more actively involved in implementing play-based learning. Parents consistently reported that play-based learning strengthened parent-child relationships and contributed to children's future academic success. The study recommends providing practical guidance and support to parents, addressing parental anxieties, fostering collaboration between educators and parents, and promoting balanced digital and traditional play. Furthermore, it emphasizes the need for future research to actively engage fathers and explore their perspectives on play-based learning. The findings underscore the importance of supporting parents in creating enriching learning experiences through play.