THE USE OF PLAY IN PRE-PRIMARY CLASSES IN BANGLADESH.

Early Childhood Development

Play has occupied a unique position for children as a means of their learning because it helps them manage their activities and develop some degree of self-reliance and self-regulation (Walsh et al., 2010). Learning through play-based activities develops children’s critical thinking skills. Bruce and Meggitt (2002) state, ‘‘Through play, children begin to gain a sense of control over what happens to them’’. Young children like nothing but play. So, children’s development cannot be expected without playful learning. Moreover, we want to greatly incorporate play and play-based activities in pre-primary education (PPE). The purpose of the research was to gather a complete understanding of the works of play and to explore the confidence level of early education providers (EEP) who need support to provide playful quality educational experiences. However, it was found in the study that the issue of playful teaching-learning encounters problems for education providers. Their confidence is incompatible with the concept due to some challenges and shortcomings foremost among them, lack of training, lack of support workers and lack of space. To accelerate pre-primary schooling (PPS) with play-based learning, some recommendations are made at the last chapter for pre-school related professionals.

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