Ahmed, NashidaTasnim, Nusrat2026-08-182026-08-1820262026-08-18ID 24155010https://hdl.handle.net/10361/29234This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Science in Early Childhood Development, 2026.Cataloged from PDF version of thesis.Includes bibliographical references (pages 50-54).This qualitative study explored the influence of play-based learning on the development of children aged 3–5 years. The research aimed to explore how play is understood and practiced in early childhood settings and how it supports children’s overall development. The study also aims to understand how parents’ perspectives on play and how they support play-based learning at home. Data was collected through classroom observations, semi-structured interviews with parents. The findings indicated that play-based activities positively support children’s problem-solving skills, creativity, communication abilities, cooperation, and emotional regulation. Parents reported that storytelling, role-play, drawing, and interactive games enhanced children’s curiosity and active engagement in learning. Classroom observations revealed that teachers intentionally integrated play-based learning , such as- songs, group interactions and guided activities to facilitate learning while sustaining children’s attention and participation. Play in preschools mainly occurs through structured, teacher-guided activities rather than extended free play. It is often integrated with academic tasks such as counting, storytelling, and alphabet learning due to strong parental expectation for early achievement. However, observations also indicated that curriculum demands and time constraints often restricted opportunities for child-initiated, exploratory and open-ended play experiences within classroom settings. Opportunities for children-led and outdoor play are limited in some settings. Many parents understand that play is important for their child’s development, but still, they prioritize academic learning at home. They try to support play through storytelling, small games but play is often linked with letters, numbers or school tasks. Despite these limitations children consistently demonstrate higher levels of engagement, enthusiasm and active participation during play-based learning compared to more traditional, worksheet based learning tasks. Because of academic pressure, limited space children do not always get time for free play. Overall parents value play but prefer it to be educational rather than just for enjoyment. Exploring this topic is important because early childhood is a critical period for holistic development, and play-based learning can contribute to building strong foundations for lifelong learning. The study contributes to a better understanding of current practices and perspectives related to play in early childhood education.61 pagesen-USAttribution-NonCommercial-NoDerivatives 4.0 InternationalBRAC University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.http://creativecommons.org/licenses/by-nc-nd/4.0/Play-based learningEarly childhood developmentParent involvementSocial-emotional developmentCognitive developmentChild development--Bangladesh.Child psychology.Child rearing.Early childhood education.Thesis