Exploring Classroom Practices of Pre-primary Education in Bangladesh
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
Sayma Chowdhury, Taposh Kumar Biswas