06/30/2022 | Press release | Distributed by Public on 06/30/2022 11:40
Over the past decade, Bangladesh has experienced an upward shift in focus in early year education planning. The Government is showing a strong commitment to early childhood education and positioning itself to continue to make this a priority for the country. As of 2021, around 1.57 million students were enrolled in preprimary education (PPE) in around 65,000 government primary schools. The Government now intends to pilot an additional year of PPE for four-year-olds and then expand the program countrywide as envisioned in the National Education Policy 2010.
In order to successfully implement this vision of high-quality PPE, teachers and school practitioners and leaders will need specialized training and support. A 2021 survey of 200 PPE teachers and 200 headteachers (the equivalent of principals) across 300 public schools sought to understand educators' perceptions on PPE and identify professional development priorities. Results showed that while almost all PPE teachers participated in the government's 15-day induction training, there were notable gaps in their sense of preparedness to teach PPE. And for headteachers, very few (12.5 percent) received any training at all on PPE or early childhood education. When asked whether they wanted more training opportunities, nearly all teachers and headteachers agreed. Specific topics of interest included behavior management; characteristics of young children/how young children learn; socio-emotional learning; and mental health.
Mindsets play a role
While expertise in technical areas is important, the mindsets of these educators also play a critical role in how they use their knowledge and create a learning environment for young children. The study found that teachers and headteachers have a conventional perspective, often viewing PPE predominantly as a place to provide basic education to children rather than an opportunity for holistic development in the early years. About half of the teachers and headteachers responded that the focus in PPE is largely on academic learning. This mindset diverges from the literatures that show that young children learn best when they pursue their own interests, interact with their peers and surroundings, and engage in playful learning.
In cases where educators reported perspectives that were aligned with best practice in early childhood education - such as responses related to the value of play - the survey found a discrepancy between reported importance and actual practice. For example, teachers and headteachers widely identified play as being essential for children's learning and development and as having an important role in lifelong learning; however, putting play into practice in the classroom was not universal. So why does this discrepancy exist?
Key study findings
The study, Playful Pre-Primary Education in Bangladesh: Study on Professional Development Needs of Pre-Primary Teachers and Headteachers, finds that teachers face a range of challenges in translating play-based curricula into their day-to-day teaching practice.
Based on the findings, the study recommends tailoring professional development for PPE teachers and headteachers to fill gaps in knowledge on play based learning and re-orient mindsets toward what's conducive to the learning of young children. Key policy options to achieve this include: