CONCEPTUALISING PLAY AS PEDAGOGY IN THE ECE CONTEXT OF A DEVELOPING COUNTRY: THE CASE STUDY OF BANGLADESH

Abstract

Play performs a significant role in early learning and development. This paper reports on the study which examined how play is understood, incorporated, and practiced in the early childhood educational context of Bangladesh. The socio-cultural study explored the understandings, views and perceptions of families and early childhood educators of four semi-rural public pre-primary classes in Bangladesh. Findings indicate that the interpretation and incorporation of play, influenced by the socio- cultural and educational contexts of given society, differed from the Western understandings and practices. Young children's active and interactive joyful activities, such as working with learning apparatuses, physical exercises, singing, acting, rhyming, games, outdoor play sand drawing, were described as play. It was considered as a means of developing academic skills through following the teacher's instructions in correct ways. Despite unfavourable educational environment play was incorporated as classroom practices that inspired young children's learning.