PRIMARY EDUCATION OF BANGLADESH: EFFECTIVE USE OF PLAY SECURING EDUCATIONAL FOUNDATION OF THE PRE-PRIMARY CHILDREN

Early Childhood Development

Young children like nothing but play. Learning through play-based activities develops children’s critical thinking skills. The multiple aims of the study and the critical literature review of the study also gain an understanding about play with it’s social, emotional, intellectual, physical and pedagogical advantages, considering the barriers to play and review the policy content of Bangladesh curriculum in pre-primary educational setting in order to decide regarding play in pre-primary educational setting of Bangladesh. Bruce and Meggitt (2002) state, ‘‘Through play, children begin to gain a sense of control over what happens to them’’. 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 findings indicate the differences in conception and practicing of play from the western views, such as actively participation with playful materials, classroom environment and different types of barriers to promote play. However, it was found in the study that the issue of playful teaching-learning encounters problems for education providers. In spite of unfavorable educational environment and classroom management it confirms applying of play in appropriate way accelerates children’s learning and academic skills as well as physical, mental and socio-emotional development. 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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