Promoting developmental domains of 6-10 years old children through teacher’s training
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Date
2015
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Publisher
CCSHAU
Abstract
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.
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Keywords
Developmental domains, Milestones and gain, Teachers’ knowledge, Intervention package