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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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Subject: Human Development and Family Studies × Author: Seema Rani × 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.