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20142
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Subject: Human Development and Family Studies × Author: Seema Rani × End date: 2019 × Type: Thesis ×
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    ThesisItemOpen Access
    Intervention on socio-emotional school readiness
    (CCSHAU, 2014) Seema Rani; Dhanda, Bimla
    The present study was conducted in rural and urban area of Hisar and Panipat district. A sample of 400 preschool children was selected from both the districts. Socio-emotional School Readiness scale (Bustin, 2007) used to assess socio-emotional school readiness skills of children. Early Childhood Environment rating scale by Thelma et al. 2005 and Home Environment scale by Caldwell and Bradley, 1984 were used to measure preschool and home environment of respondents respectively. Results revealed that socio-emotional school readiness and its aspects were significantly better in children of Hisar district in both the locations than their counter parts from district Panipat. Further, it was found that all aspects of Home environment were significantly associated with socio-emotional readiness in Hisar district while, in Panipat district only two aspects namely; physical and academic stimulation were significantly influential factors for socio-emotional school readiness. The study further elaborated the significant relationship between socio-emotional school readiness skills of children and their pre-school programme in both the districts. Positive significant impact of intervention programme was found on composite socio-emotional school readiness scores as well on all domains of the home environment variable.
  • Thumbnail Image
    ThesisItemOpen Access
    Intervention on socio-emotional school readiness
    (CCSHAU, 2014) Seema Rani; Dhanda, Bimla
    The present study was conducted in rural and urban area of Hisar and Panipat district. A sample of 400 preschool children was selected from both the districts. Socio-emotional School Readiness scale (Bustin, 2007) used to assess socio-emotional school readiness skills of children. Early Childhood Environment rating scale by Thelma et al. 2005 and Home Environment scale by Caldwell and Bradley, 1984 were used to measure preschool and home environment of respondents respectively. Results revealed that socio-emotional school readiness and its aspects were significantly better in children of Hisar district in both the locations than their counter parts from district Panipat. Further, it was found that all aspects of Home environment were significantly associated with socio-emotional readiness in Hisar district while, in Panipat district only two aspects namely; physical and academic stimulation were significantly influential factors for socio-emotional school readiness. The study further elaborated the significant relationship between socio-emotional school readiness skills of children and their pre-school programme in both the districts. Positive significant impact of intervention programme was found on composite socio-emotional school readiness scores as well on all domains of the home environment variable.