Enhancing Concept Development of Preschoolers through Intervention

Bibliographic Data

ID5180107
AuthorsAnju Manocha (Department of Human Development and Family Studies, College of Home Science, C. C. S. H. A. University , Hisar 125 004, Haryana, India), Darshan Narang (Department of Human Development and Family Studies, College of Home Science, C. C. S. H. A. University , Hisar 125 004, Haryana, India)
Year2008
Volume24
Issue1
Pages65-69
Publication date2008-09-01
Open AccessYes
TypeARTICLE
VenueJournal of Human Ecology (JOURNAL)
Journal identifiersISSN: 0970-9274 • E-ISSN: 2456-6608
PublisherKamla Raj Enterprises (PUBLISHER)
DOI10.1080/09709274.2008.11906101
OpenAlexW2768733580
LanguageEN
References cited1

The present investigation was carried out with 3-5 year old children from villages of Hisar district of Haryana state. The existing status of concept development of children was measured during pretesting and the sample of 120 children was divided into two study groups to see the impact of intervention.. The results revealed that the concept development status improved in both the study groups irrespective of the intervention exposure. But F values of 76.13 and 84.11 on Form ‘C’ and ‘Applications’ respectively during Post-testing revealed significant differences in the performance of control and experimental group children. The performance of control and experimental group children on concept development during Follow-up also varied significantly as revealed by F values of 65.93 and 50.19 on Form C and ‘Applications’ respectively. To counter the gain of control group, achievement score of experimental group children was calculated. The achievement score of experimental group children’s performance on Form ‘C’ and ‘Applications’ came out to be 9.49 and 5.04 at Post-testing and corresponding figures at Follow-up were 7.45 and 3.69 respectively

Developmental psychology · Early Childhood Education and Development · Medicine · Nursing · Psychology

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