Vig, DeepikaJoshi, Neha2019-09-122019-09-122019http://krishikosh.egranth.ac.in/handle/1/5810127503The present study investigated the developmental readiness of private school children and its knowledge among teachers. The total sample of the study comprised of 200 children of class-I (i.e. 100 rural and 100 urban) and 100 teachers (i.e. 50 rural and 50 urban) teaching class-I. The sample was randomly selected from five private schools of rural and urban areas of Ludhiana district. Self structured Developmental Readiness Checklist was used to assess its different components viz. cognitive, physical and socio-emotional readiness along with self-help skills of class-I children. Similarly self structured Teachers’ Knowledge Questionnaire was used to assess the knowledge of rural and urban teachers teaching class-I. The results revealed that most of the rural and urban children had high level of skills across all the domains of developmental readiness. Locale differences revealed that both rural boys and girls showed significantly better socio-emotional skills. Girls displayed significantly better cognitive abilities than boys whereas boys performed significantly better in gross motor skills. The analysis of teachers’ knowledge regarding developmental readiness indicated that urban teachers had better knowledge than rural teachers. Rural and urban teachers with regular degree had better knowledge than their counterparts with correspondence degree. The correlation analysis showed positive and significant relationship of educational qualification as well as teaching experience with knowledge of the teachers which concluded that more the educational qualification and teaching experience of the teachers, better was the knowledge regarding developmental readiness in young children.ennullThesis