Perceptions of urban parents of their roles in the learning and development of children aged 3–5 years in Dhaka

Abstract

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.