Play-Oriented Pre-Primary Curriculum in Bangladesh: A Socio-Cultural Analysis of the Changing Pattern of Learning Practices

This study investigates the impacts of recently introduced play-oriented pre-primary curriculum (PPC) on the cultural nature of participation of young children, parents, teachers and government officials. It is conducted in three different settings in rural Bangladesh: pre-primary classrooms, with families and at teacher training centres. This study employed three multifaceted prisms—assembly-line instruction (ALI), guided repetition (GR) and learning by observation and pitching in (LOPI) as its analytical base (Rogoff et al., 2007; 2015). Findings suggest a new framework, termed guided learning encouraging participation, initiatives and contribution (GLEPIC)indicating new patterns of play-oriented teaching–learning practices in terms of perceptions about play, teaching–learning and the relationship between teachers and learners and contribute to new theorising of non-Western understandings of play-oriented early childhood curriculum approaches.