Peer-reviewed article
Exploring Classroom Practices of Pre-primary Education in Bangladesh
Sayma Chowdhury, Taposh Kumar Biswas ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This qualitative study looks at how pre-primary education is actually taught in Bangladesh. The government has introduced a mandatory two-year pre-primary programme with a new curriculum, teaching materials and teacher guidelines. The researchers observed classrooms in four schools and interviewed eight teachers. They found that classroom conditions, teaching methods and management varied a lot, and that practice often did not match the intended goals.
Key points
- Bangladesh has recently made a two-year pre-primary programme mandatory, with an updated curriculum, teaching materials and teacher guidelines.
- Classroom practices often do not fully reflect the intended goals of the programme.
- Classroom conditions, teaching methods and management strategies varied considerably.
- Some teachers used child-centered approaches such as role-playing, storytelling and interactive activities, while others relied on teacher-centered methods.
- Teaching materials were used inconsistently, which limited children's opportunities for independent exploration and active engagement.
Limitations
The study is based on observations in only four schools and interviews with eight teachers, so the findings cannot be generalised across Bangladesh. The abstract does not describe the effect of classroom practices on children's learning outcomes.
Abstract
This study investigates pre-primary education practices in Bangladesh, focusing on pedagogical approaches and the use of teaching materials. Although the government has recently implemented a mandatory two-year pre-primary program with an updated curriculum, teaching materials, and teacher guidelines, classroom practices often do not fully reflect these intended goals. Using qualitative methods, including classroom observations in four schools and interviews with eight teachers, the study explores the realities of early childhood learning environments. Findings revealed considerable variation in classroom conditions, teaching methods, and management strategies. While some teachers implemented child-centered approaches such as role-playing, storytelling, and interactive activities, others relied on teacher-centered methods. The use of teaching materials was often inconsistent, limiting students’ opportunities for independent exploration and active engagement. These insights offer empirical evidence on pedagogy and resource use, guiding policymakers and educators in enhancing pre-primary education strategies and improving educational outcomes for young children in Bangladesh. Teacher’s World: Journal of Education and Research, 50(2), 77-91