PLAY-FRIENDLY PARENTING: A QUALITATIVE STUDY ON THE EXPERIENCES OF PARENTS WITH PRESCHOOL CHILDREN

Abstract

This study explores how parents of preschool children conceptualize play-friendly parenting and how this understanding is reflected in their daily interactions. Rather than viewing play as an occasional activity, the study examines how parents integrate play into everyday life and parenting practices. A qualitative research design was employed, with data collected through semi-structured interviews and analyzed using an inductive approach to identify emerging themes. The findings indicate that parents do not perceive play-friendly parenting as a fixed model but rather as a flexible and evolving process shaped by daily routines, parental beliefs, and children’s needs. Participants emphasized creating opportunities for play, allocating time, and actively engaging in play activities. Play was described not only as enjoyable but also as meaningful, particularly in supporting children’s emotional expression, communication, and social development. Additionally, parents viewed play as more than a developmental tool; it was considered a way to build closeness and better understand their children. In this sense, play becomes part of a broader parenting approach that values responsiveness, interaction, and shared experiences. Overall, the study highlights that play-friendly parenting is constructed through everyday practices rather than predefined strategies and has important implications for both family life and early childhood education.