Perception of teachers on play-based learning as effective pedagogical tool in early-primary grade
This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Education degree in Educational Leadership and School Improvement, 2024.
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Brac University
2024
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| Διαθέσιμο Online: | http://hdl.handle.net/10361/23163 |
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10361-231632024-06-05T21:01:13Z Perception of teachers on play-based learning as effective pedagogical tool in early-primary grade Ahmed, Uzma Yesmin, Sakila Institute of Education Development, BRAC University Pedagogical-perception Play-based Classroom-practices Teacher’s-training School-resources Primary-development Education, Preschool--Activity programs Education--Teacher's participation This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Education degree in Educational Leadership and School Improvement, 2024. Cataloged from PDF version of thesis. Includes bibliographical references (pages 41-44). A qualitative study was conducted to explore English Medium school teachers' understanding of play-pedagogy for the optimal development of children (aged 6 to 8 years) in early primary grades (1-3) within formal education. Teachers play a crucial role in developing children's social, emotional, academic, and democratic competencies. They serve as educators, mentors, and guides, imparting knowledge, instilling values, and fostering responsible citizenship. The study aimed to understand the perspectives, knowledge, and attitudes of early primary teachers in urban Dhaka regarding the use of play-based techniques to build functional literacy skills. Data were collected through remote In-Depth Interviews (IDI) guided by semi-structured, open-ended research guidelines. The findings indicate that teachers recognize the benefits of play-pedagogy in the classroom, emphasizing the positive impact of a creative and enjoyable learning environment. However, some teachers face challenges such as limited class time, workload, and a lack of technology use. The study recommends the inclusion of play-pedagogy in education policies to ensure that all primary-level teachers are qualified and possess adequate knowledge of early childhood development. Specialized training, supportive resources, and conducive classroom environments aligned with modern technological standards are suggested to facilitate the successful implementation of play-pedagogy. Uzma Ahmed M. Educational Leadership and School Improvement 2024-06-05T09:30:05Z 2024-06-05T09:30:05Z 2024 2024-01 Thesis ID 22155010 http://hdl.handle.net/10361/23163 en BRAC University thesis reports 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. 50 pages application/pdf Brac University |
| institution |
Brac University |
| collection |
Institutional Repository |
| language |
English |
| topic |
Pedagogical-perception Play-based Classroom-practices Teacher’s-training School-resources Primary-development Education, Preschool--Activity programs Education--Teacher's participation |
| spellingShingle |
Pedagogical-perception Play-based Classroom-practices Teacher’s-training School-resources Primary-development Education, Preschool--Activity programs Education--Teacher's participation Ahmed, Uzma Perception of teachers on play-based learning as effective pedagogical tool in early-primary grade |
| description |
This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Education degree in Educational Leadership and School Improvement, 2024. |
| author2 |
Yesmin, Sakila |
| author_facet |
Yesmin, Sakila Ahmed, Uzma |
| format |
Thesis |
| author |
Ahmed, Uzma |
| author_sort |
Ahmed, Uzma |
| title |
Perception of teachers on play-based learning as effective pedagogical tool in early-primary grade |
| title_short |
Perception of teachers on play-based learning as effective pedagogical tool in early-primary grade |
| title_full |
Perception of teachers on play-based learning as effective pedagogical tool in early-primary grade |
| title_fullStr |
Perception of teachers on play-based learning as effective pedagogical tool in early-primary grade |
| title_full_unstemmed |
Perception of teachers on play-based learning as effective pedagogical tool in early-primary grade |
| title_sort |
perception of teachers on play-based learning as effective pedagogical tool in early-primary grade |
| publisher |
Brac University |
| publishDate |
2024 |
| url |
http://hdl.handle.net/10361/23163 |
| work_keys_str_mv |
AT ahmeduzma perceptionofteachersonplaybasedlearningaseffectivepedagogicaltoolinearlyprimarygrade |
| _version_ |
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