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ThesisItem Open Access Comparative study of social maturity among 2-4 years old rural children(College of Agriculture Chaudhary Charan Singh Haryana Agricultural University Hisar, 2003) Singh, Shweta; Dhanda, BimlaThesisItem Open Access Comparative Study of Social Maturity Among Preschoolers(I.C College Of Home Science Chaudhary Charan Singh Haryana Agricultural University Hisar, 2003) Bandwal, Pushpanjali; Dgabdam BimlaThesisItem Open Access Development of vocabulary competence in rural preschoolers(CCSHAU, 2005) Leena; Dhanda, BimlaThe present investigation was carried out in Hisar and Rohtak districts of Haryana to assess the vocabulary development of rural preschooler. Experimental material comprised 200 preschoolers selected from both the districts Hisar (100) and Rohtak (100) during the age of 2 to 3½ years. Results regarding profile of children indicated that majority of children were third born, had two silbings, belonged to medium level of education, labour occupation, housewife mothers, large size of families and medium level of income and having low level home environment. No significant difference were observed in both the age groups on Reynell scale, but significant difference over Vineland scale and location and no significant difference observed in both age groups in intelligence testings. Regression and correlation coefficient showed that vocabulary and intelligence were positively related with each others. Reynell language scale and Bayley scales shows high relationship between language and intelligence. Among socio-economic factors family income in Hisar and educational and occupational status of parents in Rohtak were the most important factors in terms of their association with dependent variable. In home environment, language stimulation and variety in experience in Hisar, learning stimulation, physical stimulation and academic stimulation in Rohtak were significantly associated with vocabulary development. In both the states significant association was found between warmth and affection and modelling with vocabulary development.ThesisItem Open Access Evaluation of teaching strategies adopted for enhancing thinking and reasoning in children in rural and urban schools(CCSHAU, 2005) Sharma, Pooja; Shanti BaldaThe present study evaluated the teaching strategies adopted by the teachers for enhancing thinking and reasoning in rural and urban setting. The study was conducted in Hisar district of Haryana State Hisar city and three adjoining villages were selected for the present study.Study was divided into two phases. During phase one twelve schools (six rural and six urban) were selected. During phase 2, two high and two low profile schools were selected on the basis of evaluation of facilities, staff, curriculum and teaching methods. Third and fourth classes were selected at random for the present study. Teachers of 3rd and 4th classes were observed for their teaching methods. Total number of observation for all the selected schools were 288. Percentages of observations for teaching strategies were calculated. It was found that emotional behaviour and classroom organisation and management of private school teachers were better than govt. school teacher in both rural and urban setting. Govt. school teachers of both rural and urban setting were observed to be using more physical punishment than urban and rural private school teachers. Urban school teachers used more motivational strategies than rural school teachers. Urban and private school teachers were using more instructional strategies than rural and govt. school teachers. Urban and private school teachers were observed using more reasoning activities as compared to rural or govt. school teachers. Teacher education and professional training was associated with all teaching strategies. Negative and moderate significant correlation existed between age and income of teacher and all the teaching strategies. Exposure to mass media was positively correlated with emotional behaviour, disciplinary strategies, assessment procedure, reasoning activities and total teaching strategies. Impact of professional training and academic qualification was found to be significant for all teaching strategies. Impact of age was found to be significant for assessment procedure, reasoning activities and total teaching strategies. Exposure to mass media had significant impact on teaching strategies. Teaching strategies of private and urban school teachers were better than govt. and rural school teachers. Teachers and students of high profile schools had more knowledge and practiced activities to promote reasoning and thinking as compared to teachers and students of low profile schools.ThesisItem Open Access Development of basic relational concepts among rural preschoolers(CCSHAU, 2005) Panwar, Shaily Singh; Manocha, AnjuThis study aimed at assessing of existing level of basic relational concepts among rural preschoolers. The factors affecting these concepts were also delineated, and developmental messages to help enhance these basic concepts were prepared. A sample of 120 children equally divided in both the sexes were selected from Bhojraj and shahpur villages of Hisar district. Respondents were average in performance on Form ‘C’ while poor in ‘Applications’ form of BTBC-R (1986). Ecological factors were found to be associated with the concept development, especially the micro level factors. Nutritional status were also found to be significantly correlated with the concept development among children. Regarding development messages, poems to enhance concept development were prepared and thereafter coefficient of variation was calculated to confirm their cruciality. Thirty two poems were found to be crucial for immediate dissemination to the respondents. Suggestions are incorporated to fortify the cognitive concept development in children.ThesisItem Open Access Intervention Package to Enhance the Multiple Intelligence of Slow Learner (Age group 12-14 years)(CCSHAU, 2006) Kirtika; Sangwan, SheelaA slow learning child is one whose general intelligence of academic aptitude is limited compared with children of chronological age. Educational administrators, teachers, parents and social worker face the problem of such children. Slow learner should be assessed in their age otherwise; it may lead to various behaviour adjustment difficulties. The present study was undertaken to assess the impact of intervention package on multiple intelligence of slow learners. The study was carried out purposively in Hisar city of Haryana state. A sample of 100 slow learners were also selected purposively. Out of 100 slow learners 72 slow learners were selected who had high level of multiple intelligence and these 72 slow learners were divided into two groups i.e. experimental group (36) and control group (36). Multiple intelligence of slow learners served as he dependent variable and micro system, meso system and exo system served as the independent variables in he present study. Stanford-Binet Intelligence Scale (1972) was used to assess the IQ level of the children and Multiple Intelligence Tool (Intervention Package to Enhance the Multiple Intelligence Among Young Adolescents By Gurpreet) was used to assess the multiple intelligence of slow learner children. Majority of the slow learners were female, belonged to nuclear family. During pre-testing most of the slow learner falls in the below average category of multiple intelligence according to raw scores. Interpersonal intelligence was significantly associated with micro system variables. Interpersonal, linguistic and spatial intelligence were significantly associated with meso system variables. Linguistic intelligence was significantly associated with exo system variables. Intervention package was planned and given to the experimental group for one month duration. During post-testing more number of children of experimental group was equal to norms mean scores of all multiple intelligence aspects. The improvement in multiple intelligence of experimental group was found to be statistically significant after intervention. Impact of intervention package revealed that experimental group performed better in all he activities of the multiple intelligence. Net gain in multiple intelligence of slow learners was maximum in musical intelligence.ThesisItem Open Access Intervention package to enhance multiple intelligence among young adolescents(CCSHAU, 2006) Gurpreet Kaur; Chhikara, SudhaThe aim of the present investigation was to develop an intervention package to enhance multiple intelligence of young adolescents (12-14 years). To fulfill this objective, a tool on multiple intelligence was developed consisting of nine components of intelligence namely, Linguistic, Logical-mathematical, Musical, Bodily-kinesthetic, Visual-spatial, Interpersonal, Intrapersonal, Naturalistic and Existential intelligence. Standardization was done on a sample of 60 young adolescents. The developed tool reported satisfactorily high reliability and validity coefficients. Means, standard deviations and percentile ranks were computed to describe the normative data. To assess the existing status of multiple intelligence of young adolescent the developed multiple intelligence tool was administered on 200 adolescents of 12-14 years of age. Majority of respondents were found average in all the nine components of intelligence. An intervention package was developed to enhance the intellectual abilities of adolescents. Out of 200 respondents, 45 adolescents, 5 under each intelligence, were selected for administration of intervention package. The results revealed significant differences between pre and post intervention performance of adolescents on all aspects of intelligence except for naturalistic intelligence. The various factors identified at the micro, meso, exo, macro and chrono levels of adolescent’s human ecological environment were found to be associated with adolescent’s performance on Multiple Intelligence Tool. It was suggested that timely identification and interventions should be arranged to enhance the optimum growth and development of intellectual skills of young adolescents.ThesisItem Open Access Intervention programme for delayed motor development of 2-3 years old rural children(CCSHAU, 2006) Shanwal, Pooja; Chandra K. SinghThe study was conducted in Haryana State, in rural area of Hisar District in Block-One. From Block-One, two villages were selected. Village Kaimari acted as Experimental group and village Mangali acted as Control group. 100 children of 2-3 years old from each village were selected randomly. Mothers of these children were also included in this study. These children were assessed for their motor skills with the help of Bayley Scales of Infant Development (BSID) by Nancy Bayley, second, edition (1969) and Berry’s Development Test of Visual Motor Integration (VMI) (1989). Maternal involvement in stimulation of motor skills of the children were assessed though a self-prepared questionnaire-cum-interview schedule. On the basis of results obtained after pre-testing, the below average children along with their mothers in experimental group were given an intervention programme for a period of one month. After intervention programme, the respondents along with their mothers were again assessed for their level of motor skills in both the experimental and control groups. It was found that there was a certain impact of intervention programme on the respondents and their mothers in experimental group. However, the boys performed better than girls in experimental group because they received an intensive care from their mothers. The respondents of control group showed a little improvement due to the maturation (physically as well as mentally) they received with time.