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Chaudhary Charan Singh Haryana Agricultural University, Hisar

Chaudhary Charan Singh Haryana Agricultural University popularly known as HAU, is one of Asia's biggest agricultural universities, located at Hisar in the Indian state of Haryana. It is named after India's seventh Prime Minister, Chaudhary Charan Singh. It is a leader in agricultural research in India and contributed significantly to Green Revolution and White Revolution in India in the 1960s and 70s. It has a very large campus and has several research centres throughout the state. It won the Indian Council of Agricultural Research's Award for the Best Institute in 1997. HAU was initially a campus of Punjab Agricultural University, Ludhiana. After the formation of Haryana in 1966, it became an autonomous institution on February 2, 1970 through a Presidential Ordinance, later ratified as Haryana and Punjab Agricultural Universities Act, 1970, passed by the Lok Sabha on March 29, 1970. A. L. Fletcher, the first Vice-Chancellor of the university, was instrumental in its initial growth.

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20151
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Subject: Human Development and Family Studies × Author: Nigam Rani × End date: 2015 × Start date: 2015 ×
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    ThesisItemOpen Access
    Promoting developmental domains of 6-10 years old children through teacher’s training
    (CCSHAU, 2015) Nigam Rani; Balda, Shanti
    The present investigation was carried out in two cultural zones of Haryana state. All class teachers and 1000 children in the age group of 6-10 years were selected, class teachers were assessed for their knowledge regarding developmental milestones and 500 children from each zone were assessed for their developmental status of different developmental domains i.e. gross-motor, finemotor, cognitive, language, social and emotional development. On the basis of developmental scores, 20 per cent children with delayed development were selected. This sample of 200 children included 100 children from each zone. Fifty children from each zone were taken as control group and another 50 children as experimental group children. Intervention programme was provided to the teachers to improve their knowledge regarding developmental milestones of 6-10 years old children. Intervention package was also imparted to experimental group children for a period of three months. Teachers were trained to impart intervention activities to children with delayed milestones. After a gap of one month teachers were post-tested for their knowledge regarding developmental milestones. After a gap of one month, control and experimental group children were post-tested for their developmental status. Results revealed that intervention programme had significant impact on teacher’s knowledge about developmental domains. Results clearly depicted significant improvement in different developmental domains of control and experimental group children but performance of experimental group children was better as compared to control group children in both the zones. Results clearly depicts that developmental gain was more of experimental group children than those of control group children. Net developmental gain was computed for experimental group children to see the impact of intervention programme. The study clearly demonstrated that intervention programme had significant impact on developmental gain in experimental group children.