Parent Education in Bangladeshi Families with Young Children of Diverse Abilities: Implementation of the Learning Through Play Calendar

ABSTRACT

Despite increasing demands, the uptake of parenting education programs in developing countries is limited. This study evaluated the effectiveness of a Learning Through Play (LTP) informed, illustration-based parent educational training program designed for low-literacy populations in Bangladesh to promote early childhood development. A quasi-experimental design was employed, involving parents of typically developing children and children with special needs aged 0–6 years. Results showed significant enhancements in parenting knowledge, skills, and attitudes in both groups, with larger effects on knowledge and attitudes among parents of special needs children. The findings underscore the potential of LTP Calendar-based educational training programs as cost-effective, culturally sensitive, and accessible strategies for enhancing positive parenting practices and child development outcomes in economically disadvantaged settings. Future research should focus on cultural sensitivity evaluation, sample size expansion, and long-term impact assessment to further validate and extend these findings.

KEYWORDS:

• Parenting education
• early childhood development
• Learning Through Play (LTP)
• developing countries
• special needs children

Disclosure statement

No potential conflict of interest was reported by the author(s).