First
Chapter
Description of the Study
Introduction:
Early childhood sets foundation for
life. Early childhood programs are important, first to guarantee the rights of
young children, enshrined in the convention on the Rights of the Child now
ratified by 192 countries. Second, early childhood is a highly sensitive period
marked by rapid transformations in physical, cognitive, social and emotional
development. Under nutrition, deprivation of care and poor treatment are
particularly managing to young children with repercussion of ten felt into
adult years.
Early Childhood is the period when
humans are most dependent on relationships for survival, emotional, security
and cognitive development. An inadequate nutrition and lack of proper care can
have irreversible consequences. The convention the Right of the Child makes
children best interests and development a control concern. Early childhood programs
are one means of guaranteeing the rights of young children, by improving their
well-being and preparing then for primary school. The immediate and long term
benefits make such programs a cost effective strategy for reducing poverty and
offsetting disadvantage.
Commitment to early childhood has
increased in recent years. The Convention of the Rights of the Child, adopted
by the United Nations General Assembly in 1989 and now endorsed by 192 national,
is a unique instrument to protect children right to survival, development and
protection. Rapid economic and social change is increasing the need for more
early childhood policies and programs. Access to good early childhood programs
is not widespread in developing countries. In contrast most children in
developed countries have access to at least two years of free pre-school before
beginning primary school. (UNESCO, 2007)
The theoretical bases of
considering early childhood education and care as a public good are outlined by
Cleveland and Krashinsky (2003). These Canadian economists suggest that the
arguments in favor of treating Early Childhood Education Care as a public good
are similar to those used in favor of public education. In sum, early childhood
services deliver externalities beyond the benefit of immediate, personal
interest or consumption. Early childhood education and care contributes to the
public good, e.g. to the general health of a nation’s children, to future
educational achievement, to labor market volume and flexibility, and to social
cohesion. Early childhood services are also subject to “market failure”, that
is, they have characteristics that are difficult for consumers to judge
accurately and purchasing mistakes can have serious consequences on the
development of young children. Education is rarely a repeatable process. Unlike
buying a product can not compensate to the previous loss of opportunity, while
the continued use of an inferior service may actually harm the development of
the child (NICHD, 1997). In addition, early childhood services in market
situations are subject to critical shortages and low quality – all of which
indicate that government intervention is appropriate. Government involvement is
also justified by the fact that the benefits delivered to societies by high quality
early childhood services are greater than its costs. (OECD 2006, pp: 36-38)
Primary education is the foundation
on which the nation’s edifice of education has to be built and the ground laid
for the individual’s pursuit of further learning and fulfillment of life’s
potentials. Bangladesh is committed to EFA and Dakar Framework and U N
Millennium Development Goals for 2015. Its national development objectives and
plans are guided by a strategy of poverty reduction and human development is
which education, especially at the basic level, has a critical role.
Early childhood sets foundation for
life. Early childhood programs are important, first to guarantee the rights of
young children, enshrined in the convention on the Rights of the Child now
ratified by 192 countries. Second, early childhood is a highly sensitive period
marked by rapid transformations in physical, cognitive, social and emotional
development. Under nutrition, deprivation of care and poor treatment are
particularly managing to young children with repercussion of ten felt into
adult years.
Early Childhood is the period when
humans are most dependent on relationships for survival, emotional, security
and cognitive development. An inadequate nutrition and lack of proper care can
have irreversible consequences. The convention the Right of the Child makes
children best interests and development a control concern. Early childhood
programs are one means of guaranteeing the rights of young children, by
improving their well-being and preparing then for primary school. The immediate
and long term benefits make such programs a cost effective strategy for
reducing poverty and offsetting disadvantage.
Commitment to early childhood has
increased in recent years. The Convention of the Rights of the Child, adopted
by the United Nations General Assembly in 1989 and now endorsed by 192national,
is a unique instrument to protect children right to survival, development and
protection. Rapid economic and social change is increasing the need for more
early childhood policies and programs. Access to good early childhood programs
is not widespread in developing countries. In contrast most children in
developed countries have access to at least two years of free pre-school before
beginning primary school. (UNESCO 2007, pp:
121-161)
The children develop for a certain
period in his family with a particular set rules and regulation within an
influence of social norms and values. But nobody can survive in his own
environment for long time because he has to cope up with the larger environment
and has to reveal himself with full potential. So that he has to assimilate the
social norms and values and prepare himself as social human being. This is the
point where the significance of school can not be obliterated and role of
school is widely recognized. The school has to take the responsibilities as
guardian for the children in transforming them from family to society.
The competency achieved in Primary
Education is very low as stated in the Education Watch report – 2003. The
competency denoted in the primary education curriculum is not being achieved by
the learners and without achieving a greater percentage, they are being
graduates and entering into secondary education. So the low quality education
effects in secondary, higher secondary and higher education and consequently
the nation is being deprived from quality human resources. So the information
revealing the level of achievement of the learners is important which can
contribute for further improvement of primary education system and betterment
of the students. (CAMPE, 2005)
The report on compulsory curriculum
published by the National Curriculum and Text Book Board contain the character
of primary level of education as follows:
….. In the existing education system
of our country the primary education is the first step and this education is
the right for all eligible school going children. There is no controversy about
the necessity of primary education for the socio-economic development of under
developed or developing country like Bangladesh. As the Primary Education is
the terminal education of most of the children of this country so the
particular target should have to be achieved both in qualitative and
quantitative aspect. (NCTB, 2004)
To implant societal feelings, nationalism,
democracy, secularism etc. within the children, education is a must. In this
context the first Education Commission in this country comprised in 1972
reveals the following–
…. In our country nationalism,
socialism, democracy and secularism have to be developed within learners
through education and to do so we have to look after the implication of these
things in their real life situation. (Bangladesh
education commission report, 1974 )
The said research will reflect the situation
of learning outcome achieved by the learners who have and have no the
experience of pre-school and might contribute to the significance of
establishing pre-school for better achievement in primary schools.
Some International Research findings
show significant changes in children who go through pre-schooling system. Some
longitudinal study had been done under consultation of Myers (1995) and
important findings have been derived from those researches. In 10 out of 14
researches, drop out rate was significantly reduced and school performance was
increased among the children who went through preschool. Two significant
researches (Rickite 1995, Tamis-Lemonda 2001) show that, linguistic
stimulation, response and learning through play ensure cognitive and linguistic
development of children.
1.2 Pre-schooling Education System
In April 2000, The World Education
Forum held in Dakar the capital of Senegal. The delegates from more than 180
countries participate in this convention. The convention sets some targets and
announces to achieve all those. The convention calls for six targets and among
these the first one is for ECCD. The first is —
We are being committed to
achieve Child care, Development and Preparatory Education; especially for
marginalized and under-privileged children.
Early Childhood Care and
Development is a process which ensures the right of appropriate development of
the children from birth to eight years of age. It is comprehensive principles
that ensures the physical protection, highly mental and cognitive development
and consider such type of development as right of the children through child
friendly programs derived from family and society. It considers the early child
care, physical, emotional, social, linguistic and cognitive comprehensive
development of the children. (Latif A H,
pp: 22 – 23)
Childhood is the base to be
developed as a complete social human being. Healthy, strong and stout body is
needed to be successful man at the same time an intelligent and healthy
mentality is desirable as well. Early Childhood is the most important period
for development of the whole life. Early Childhood is the period from embryonic
stage to five years of age. (Plan
Bangladesh, 2005)
Research finding denotes the
development and proliferation of brain takes place within two years of age and
the cognitive development, aptitude of study, problem solving capacity depends
on the development of brain. So the proper growing of intelligence would be
deranged if the practice of intelligence is not been evolved with appropriate
stimulating progression. So in early childhood children should have to be in
care and development centre where children will be involved with deliberately
designed activities and plays. Through these activities their physical, emotional,
social and cognitive development could be achieved and the children would be
familiar with schooling system which pilots them to achieve in grade one
competence. The phenomena depicts that the opportunity of preparedness is
essential before attaining the particular skill of education in formal
schooling system. In this context the role of care and rare children with
deliberately designed plays and activities is being evolved as imperative thing
to ensure the comprehensive development in physical, emotional, social and
cognitive aspect. On the basis of this perspective the parents, relative of
children, child learning method, care and rare procedure and the role of care
giver are being well thought-out as the main prerequisite of development of society
and individual life.
1.3 Rationale/Significance of the problem:
The quality of education is an
imperative issue in education sector in Bangladesh. Not only in Bangladesh, is
the said notion now a real concern to all over the world. It is more significant
in developing countries like Bangladesh, where the quality of education is very
poor. So this is a burning question whether the quality is being achieved which
is intended as per curriculum. If the answer is no, then it is important to
know the percentage of achievement and reason for better achievement or the
hindering issues for deficiencies. These answer will create more options and
will dig out further questions to make answer. Such way the research findings
will contribute for relevancy of school preparedness through the experiences in
Pre-schools and in that means the process of intensification or to way out in
achieving quality education.
Pre-school is the learning
intervention which contributes to the learners for entering into schooling system
as preparedness. It contributes in mainly four areas like physical, social,
emotional and in cognitive aspect, so that the learners might be competent with
a smart personality and could deal with all sorts of challenges in primary
schools. As a result the children in primary school could grow with their full
potential in all respect. The learners without such type of watchfulness might
not be able to face the challenges and consequently their learning outcomes
might not be in expected level.
In developed countries Early
Childhood Care and Development has become a growing concern and widely uttered
and the practice is being significant and enthusiastic in Bangladesh also. A
series of steps have been taken by Bangladesh government to ensure the basic
education. But a great number of disadvantaged and vulnerable children remain excluded;
can not let the country to be successful in intended level in primary
education. Even though the enrollment rated in primary education is appreciating,
the drop out rate and the quality of the primary graduate is very alarming.
Pre-school could play a vital role as foundation for making a solution of the
said problem.
So the study targeting these two
sections of pupil who have the experiences of pre-school and who do not have
the experiences of pre-school could provide the answer of proper way and means
of learning interventions. In this context the study is very much significant
which will contribute in long term in building the potential human resources.
Education is the means to develop
compatible human resource of a nation who will be able to solve contemporary
problems, widen and develop their livelihood and finally to sustain in real
life situation. So this is essential to make sure how the quality of education
might be achieved for building human resource and the findings indicating the
quality is similarly important.
Child Centre and Child Park could be established in our country for
Pre-schooling education. In city and industrial area, mainly for the
requirement of the children from the labor society the obligatory Pre-schools
have to establish.
institute of Child Education Research Centre after conducting research on child
education and child psychology. (Bangladesh
education commission report 1974, p- 1)
Report published in 2004 set the objectives of Pre-Primary Education is as
follows:
and mentally for primary education.
socialization through playing and child effective activities.
child friendly environment and social principle, discipline, behaviour.
playing and study associated with other children and create appropriate
mentality.
song, reciting, drawing, story telling, alphabet, numeric and achieving
competence.
attraction to school, teacher and formal education.
fair within the mind of the children.
future active citizen of earth through effective using of the brain, heart and
hands.
Report reveals some very significant recommendation on Pre-schooling system by
dint of its utility. The said recommendations are as follows:
basis of its significance.
design a national curriculum and syllabus for Pre-Primary School Education as
like Primary Education. Support from UNICEF and British Council could be taken to
accomplish the assignment.
Colleges of Dhaka, Mymenshing, Rajshahi and Chittagong will introduce a three
months duration short certificate course for Pre-Primary School level teachers.
In next phase the course could be designed in more developed form.
determine the qualification, professional expertise and salary scale of Pre-Primary
School Teaches.
be registered and the child friendly environment has to ensure in those
schools. The Municipality Authority in city areas and the Union Council in
rural areas could provide fund to Pre-Primary schools. The support from UNICEF
could be available for the under developed areas. The quality control
authorization could be refer to Primary Education Department and Regional
Departments.
established in city and industrial area for the children of labors family to
prevent the children from diverse environment. This Day Care Centre must have
to occupy with opportunity of playing, nutritious food and drinks.
Pre-Primary level teachers have to be minimum the level of Primary School
teachers and they should have necessary professional training. The professional
training course for these teachers should be involved with Child Psychology,
the theoretical and practical knowledge on children teaching method, Child
Mental Health, Science, Nutrition Science, Moral Education, First Aid, Child
Literature, Music, Drawing, simple task for themselves, play etc. (Bangladesh education commission report,
2004, p- 18)
2007 illustrates a very significant scenario on Early Childhood Care and Education.
The Report emphasizes with a significant degree on implementation of Early
Childhood Care and Education. The report depicts the importance of Early
Childhood Care and Education in this way —
- ECCE
is a right recognized in the Convention on the Rights of Child, which has
own near-universal ratification.
- ECCE
an improve will-being of young children especially in the developing world
where a child a four in ten chance of living in extreme poverty and 10.5
million children a year die from preventable diseases before age 5.
- Early
Childhood is a time of remarkable brain development that lays the
foundation of late learning.
- ECCE
contributes to the other EFA Foals (e.g. it improves performance in the
first years of primary schools) and to the MDG.
Childhood Care and Education vigilance the Report expounds the investment on it
and return from this education.
- The
Early Childhood Care and Education is more cost effective to institute
preventive measures and support for disadvantage as they grow older.
- Affordable
reliable childcare provides essential support for working parents,
particularly mothers.
- Investment
in ECCE yields very high economic returns, offsetting disadvantage and
inequality especially of children from poor families. (EFA Global Monitoring Report – 2007, p- 17)
illustrates more on consequence of implementing Early Childhood Care and Education
programs and its diversified magnitude over other sectors. The Report denotes –
have positive early learning experiences make a better transition to primary
school, and are more likely to begin and complete it. By reducing drop out,
repetition and special education placements, ECCE can improve the internal
efficiency of primary education and decrease costs for both government and
households. Many ECCE programs provide cares with access to parenting education
and other forms support, which in turn can improve adult learning and skills.
ECCE is also an important instrument for promoting gender parity. When young children
attend ECCE programs their older sisters or female kin are relieved of care
responsibilities, a common barrier to girl enrolment in primary school, some
evidence primary school outcomes indicated that girls benefit more than boys
from participation in ECCE. The programs also provide an opportunity to9 reduce
stereotypes about traditional gender roles a foster gender equality at an age
when young children empathy, tolerance and mortality. Participation in good
quality ECCE is linked with achievement at subsequent levels of education and
contributes to the quality of the education system as a whole. Moreover, when
the transition to primary education is well managed, ECCE has the potential to influence
the quality of pedagogy in primary school, making it more child-centered.
early childhood program are one instrument to guarantee on human development
emphasizes that young children these are satisfied affects the outcomes of
their development perspective, participation in early childhood programs is
beneficial because it leads to improved outcomes, including better nutrition,
health and education in both the short and long run. Moreover from an economic
point of view investment in early childhood programs offers a high pay-off in
human capital an there is a strong case for public intervention. Early
childhood programs not only benefit children and families, they reduce social
inequality and benefit communities and societies as large.
is to assess and comparison of the achieved learning outcomes in cognitive
aspect of the pupils experienced and non-experienced in pre-school.
are-
pre-school experienced and non-experienced pupils in competency of oral and
reading
pre-school experienced and non-experienced pupils in writing competency
pre-school experienced and non-experienced pupils in numeracy
pre-school experienced and non-experienced pupils in other cognitive competency
Cognitive Development Between Pre-School Experienced And Non-Experienced Pupils”
are as follows:
- The
children who completed the Pre-Schooling system are advanced in oral and
reading in comparison to the children who have not the experience of
Pre-Schooling.
- The
Pre-school experienced pupils are advanced in understanding different pattern
rather than the Pre -school non-experienced pupils.
- The
Pre-school experienced pupils are advanced in numeracy rather than the Pre
-school non-experienced pupils.
- The
Pre-school experienced pupils are more capable in problem solving than the
Pre -school non-experienced pupils.
had to fetch some inconveniences in time, opportunity and different hassle due
to different adverse situation. The limitations through which the study had to
accomplish are as follows:
- The
sample size is small because of time limitation.
- The
rural specimen could not been reached due to time and budget limitation.
- Urban
samples are confined in only in slum context in Dhaka City.
- The
observation and interview with the targeted pupils, teachers and parents
ought to be more qualitative.
- The
specimen teacher number should be more.
formal experience in school preparedness through pre-schooling system like
Pre-School, Baby class, Play Group, Nursery etc.
the formal experience in school preparedness through pre-schooling system like
Pre-School, Baby class, Play Group, Nursery etc.
attention, planning, decision making and memory based capability is called
Cognitive Development.
much related to cognitive development are as follows:
understand their uses.
Experienced And Non-Experienced Pupils” focuses on the comparison of two groups of pupil intending the question
whether the pre-school experienced pupils are advanced in cognitive aspect than
the non-experienced pupils.
five chapters in addition to overview of the study. Following the overview;
of the study including introduction, a brief description of pre-schooling
system, rationale/significance of problem, objective, hypothesis, delimitation,
and operational definition of the study.
of the review of related literature. This chapter reveals the related issues
and different study conducted by different researcher and findings from these
studies.
methodology adopted for the study including the sampling design, instruments and
data collection.
analysis and presentation including the data from different sources, data
processing and its systematic representation.
the study, recommendations regarding the issues pertinent with the study and
the conclusion of the study.
provides the researcher the opportunity to get the information about the
previously conducted researches in related field and the produced result. This
information guides the researcher what has been done and what he should do.
With the done works the researcher could make sure the way out of his intended
task. The review of previous researches related to the new one gives the
researcher a background to give some thoughts on problem area. The researcher
can have a clear idea of the subject of research by going through those related
literatures. The related literature review, criticism of the previous works
prevents the duplication of same works, loss of energy, time and resources.
That also leads the future research area and information collection.
Standardized research is conducted based on previously gained knowledge. The
knowledge of whole human kingdom has been accumulated as reports in various
books and other resources. The researcher should be acquainted with that source
and be equipped with that knowledge so that he will be confident to perform the
intended activities with due goal and objectives.
cognitive development of pre-school faced and non-faced pupils has been done.
Only the brief summaries of the works and of the books very closely related to
the study have been illustrated bellow.
Article
25: Everybody in childhood and motherhood has the right to special care and
help.
Article
26: Everybody has the right to education. Education will be conducted for
growing of personality and respect to human and fundamental rights.
law in 1990. This is the most widely accepted treaty in the history of the
world. Every article of the convention reveals the interest of child, yet some
articles directly denote the right of education.
Article
28: Every child has the right of education. The state has main role to make
sure mandatory of primary education and ensure the opportunity of education
without cost.
Article
29: The main objective of education provided to child is to ensure the growth
of the child with its full potential in individuality, talent, physical and
mental aspect.
are related to education.
care, development and preparatory education; especially for the vulnerable and
disadvantaged children.
education to all children without cost with especial attention to girl child.
Childhood Program of Grameen Shikkha”. The foremost objectives of the study are
–
- To
know about existing situation of the program.
- To determinate
the influence of the program on the parents.
- To
identify the factors which influence the Pre-school.
- To
find out the mechanism of community participation.
- To
recommend for future program.
depicting the immediate result or change. The method and techniques used in
study was critical analysis of the existing situation of the program revealing
influencing factors. Focus group discussion, interview and observation
techniques were used.
- The
parents have been more aware of due to integration of Pre-school and
Parenting program.
- The
teacher and learners involved very effectively with classroom activities
due to child-friendly environment.
- The
supervision has to be well-organized in Pre-school.
- The
program is conducted for the benefit of the community and they are
prepared to participate in this program.
Childhood Care and Education. The prime objective of the study was to help the
government in formulating principles and strategy for early childhood care, education
and development program for children by providing fact and information on
present situation and other relevant issues. In this study, the early childhood
care, education and development meant by school preparedness program for 3 to 5
years children which ensure their physical, social, mental, emotional,
cognitive and moral development and skill for pre-literacy.
gained from the study is as follows:
- Ten
types of child care and education institutions (Government primary
schools, private primary schools, NGO conducted schools, Bangla medium
secondary schools, English medium secondary schools, government day care
centre, government parentless children care centre, Maktab or Madrasa,
Chittagong Hill tract para centre.) generally have not include early
childhood care, education and development program which is most effective
for child development.
- The
institutions which have the school preparedness or care giving activities
are mainly providing literacy skill. The opportunity of learning with
enjoyment is limited.
- Teachers,
parents and children are aware of the negative effect of physical
punishment.
- Torture
in home and the threatening voice of teacher in school impact negatively
on the child.
- Each
and every replier is agreed that intelligence of child could be increased.
Childhood Care and Development Program of Some Selected NGOs in Bangladesh: An
Explorative Study”.
- To
illustrate the nature of ECCD practices in terms of target population,
area coverage, objectives and major activities/component.
- To
identify the physical facilities and financial assistance for ECCD
program.
- To
explain the implementation process in terms of teaching learning
activities, materials, teacher training, monitoring and supervision
mechanism.
are –
- The
ultimate goal of ECCD program is to prepare the children for primary
schooling.
- Community
is very much aware of ECD and they contribute and support ECCD program run
by the NGOs very well.
- Different
learning teaching activity in the program to ensure the holistic
development of the learners.
- Most
of the learners were quite spontaneous in their activities.
- The
learners were quite good on rhyme, singing, playing.
- The
parents of the learners were very much satisfied about the NGOs ECCD
program.
- Most
of the learners liked to come to the centers than staying home.
Experienced And Non-Experienced Of Kinder Garten In Preparedness of Grade One”.
difference if any in preparedness for grade one among the learners who faced and
not faced Kinder Garten.
reveal significant difference among the children in picture reading,
identifying the similarity and dissimilarity between two pictures, providing
information on pictures, identifying Bangla Alphabet, identifying small letter
of English and determining English numbers. The pupils who have the experience
of Kinder Garten are more prepared for grade one than who have no experience of
Kinder Garten.
Chapter
Cognitive Development Between Pre-School Experienced And Non-Experienced
Pupils” is an in-depth probe of advancement of Pre-School experienced
pupils in cognitive aspect. The methodology demanded by the research questions
was a mixture of both quantitative and qualitative techniques. This chapter
presents the research question, approach and methodology. This chapter also
depicts the development of the instruments, the sample design and the report
preparation process.
City has been taken as Field of the Study. To select the schools the condition
was identified as pupils of 5 schools will have the experience of preschools
and 5 schools will have no experience of preschools.
of grade one (One teacher from one school) of Surovi (a NGO) schools will be
selected. The Surovi schools are established in slum context of Dhaka city for
serving the marginalized children, especially the poorest of the poor. For
controlling the variable socio-economic status, no government school has been
selected as there is no government school in that marginalized slum area.
grade I of 10 Primary Schools at Amlirtek, Sunibir, Adabar and Bawniabad of
Mirpur area. From 300 pupils, 120 pupils have been selected through Systematic
Sampling. 120 parents have been selected of the responded learners. Respective
class teachers of the learners have been selected as responded for their
assessment of the learners.
Methods
been made between two independent variables that are learning outcomes of
pre-school experienced and non-experienced learners in cognitive aspect. An
independent group design has been used in the experimental research.
Information has been collected from the parents and school teachers of the
respondent students.
Nature of Research
research on grade I pupils at the end part of the year who had or had no
experiences on pre-schools. Some interviews have been accomplished among the
parents and school teachers of the respondent pupils. The classroom research
will be on two group design method on two variables that are learning outcomes
of pre-school experienced and non-experienced pupils in cognitive development.
The following tools will be used in
the study for data collection.
- Questionnaire:
- A
set of questions prepared on the basis of terminal competency of grade
one for assessing the learners.
- A
set of questions for teacher for observation of number of selective
learners.
- Interview
sheet:
- An
interview sheet for parents comprising 5 questions.
calculator etc will be used for data collection.
The Researcher collected the
questionnaire from each teacher after one day supplying of the questionnaire.
The teachers collected score achieved by the learners through oral test and
written answer sheet. In addition to that, some other information provided by
respondent teacher; as their observation of selective learners. The researcher
observed every targeted learners of their behavior, problem solving process,
interpretation, questioning skill and other aspect of cognitive development. He
observed all these things staying minimum 50 minutes in every school. The Researcher collected information from
parents through set of questions. Parents of both group pupils were provided
with question paper in parents meeting and asked to response. They respond in
written and orally.
Researcher are as follows:
- Question
apprehension capacity.
- Spontaneous
of right answering.
- Problem
solving capacity.
- Interpretation
skill.
Researcher in score sheet for analysis. (see appendix)
Data analysis
and other data, The Researcher statistically analyzed the data of two groups of
pupils, articulated in percentage and frequency. A significant comparative
cognitive difference has been observed from the percentage of that data
presentation. Then the hypothesis has been tested on the basis of the result
provided by the data.
Pre-School Experienced And Non-Experienced Pupils” is an experimental
classroom research on grade I pupils at the end part of the year who had or had
no experiences on pre-schools. Data have been collected form total 120 students
among them there are two group pupils who are-
60
pupils are have pre-school experience and
60
pupils have experience on pre-school
Oral
and written Test
Observation
of Teacher
Observation
of Parent
analysis, comparison and interpretation.
Test of the Pupil
from Test on cognitive development of the two group Pupils. Each category
analysis has been done in four step scale.
pupils
|
Grade |
Frequency |
Percentage (%) |
|
Very Good |
49 |
82 |
|
Good |
11 |
18 |
|
Poor |
0 |
0 |
|
Bad |
0 |
0 |
pupils
|
Grade |
Frequency |
Percentage (%) |
|
Very Good |
35 |
58 |
|
Good |
19 |
32 |
|
Poor |
6 |
10 |
|
Bad |
0 |
0 |
see that,
experience obtain oral and reading ‘Very Good’.
Good’ in oral and reading who did not get preschool experience.
pupils achieved the second grade that is ‘Good’ and there is no pupil in ‘Poor’
and ‘Bad’ grade.
in oral and reading and 10 percent in ‘Poor’ who have no preschool experience.
pupils are in advance position than non-experienced pupils.
pupils
|
Grade |
Frequency |
Percentage (%) |
|
Very Good |
46 |
77 |
|
Good |
13 |
21 |
|
Poor |
1 |
2 |
|
Bad |
0 |
0 |
pupils
|
Grade |
Frequency |
Percentage (%) |
|
Very Good |
32 |
53 |
|
Good |
22 |
37 |
|
Poor |
6 |
10 |
|
Bad |
0 |
0 |
pupils are ‘Very Good’ in writing ability.
percent pupil is ‘Very Good’ who did not get preschool experience.
pupils are ‘Good’ in writing and 2 percent pupil in ‘Poor’ and there is no
pupil of both categories in ‘Bad’ grade.
10 percent in ‘Poor’ who have no preschool experience.
that, preschool experienced pupils are in advance position than non-experienced
pupils.
pupils
|
Grade |
Frequency |
Percentage (%) |
|
Very Good |
38 |
63 |
|
Good |
19 |
32 |
|
Poor |
3 |
5 |
|
Bad |
0 |
0 |
pupils
|
Grade |
Frequency |
Percentage (%) |
|
Very Good |
23 |
38 |
|
Good |
21 |
35 |
|
Poor |
15 |
25 |
|
Bad |
1 |
2 |
experience 63 percent pupils are ‘Very Good’.
percent are ‘Bad’ in Numeracy.
Good’ in Numeracy who did not get preschool experience possess grade
pupil in ‘Poor’; 2 percent in ‘Bad’ in Numeracy who did get preschool
experience.
pupils are in advance position than non-experienced pupils.
pupils
|
Grade |
Frequency |
Percentage (%) |
|
Very Good |
53 |
88 |
|
Good |
6 |
10 |
|
Poor |
1 |
2 |
|
Bad |
0 |
0 |
pupils
|
Grade |
Frequency |
Percentage (%) |
|
Very Good |
38 |
63 |
|
Good |
18 |
30 |
|
Poor |
4 |
7 |
|
Bad |
0 |
0 |
see that,
experience are ‘Very Good’ in other cognitive competencies.
Good’ other cognitive competencies who did not get preschool experience possess
grade
pupils achieved the ‘Good’ in other cognitive competencies and 2 percent pupil
in ‘Poor’ and there is no pupil of both preschool experienced and
non-experienced categories in ‘Bad’ in other competencies.
percent in ‘Poor’ who have no preschool experience.
experienced pupils are in advance position than preschool non-experienced
pupils.
of Teacher
pupils
|
Grade |
Frequency |
Percentage (%) |
|
Yes |
24 |
80 |
|
No |
6 |
20 |
non-experienced pupils
|
Grade |
Frequency |
Percentage (%) |
|
Yes |
11 |
37 |
|
No |
19 |
63 |
hesitation, teachers observe that, 80 percent pupils who got the preschool
experience can express their feeling without feeling. Where as, only 37 percent
pupil who did not get preschool experience can express feeling without
hesitation.
of expressing feeling without hesitation preschool experienced pupils are
advanced than preschool non-experienced pupils.
Group Play
pupils
|
Grade |
Frequency |
Percentage (%) |
|
Yes |
28 |
93 |
|
No |
2 |
7 |
non-experienced pupils
|
Grade |
Frequency |
Percentage (%) |
|
Yes |
9 |
30 |
|
No |
21 |
70 |
play rules and following provided rules, teachers observe that, 93 percent
pupils who got the preschool experience can provide rule if necessary and also
follow set rule while play. Conversely, only 30 percent pupil who did not get
preschool experience can set rules or follow provided rules while play.
experience are significantly advanced than preschool non-experienced pupils in
setting play rules and follow play rules as per criteria.
pupils
|
Grade |
Frequency |
Percentage (%) |
|
Yes |
24 |
80 |
|
No |
6 |
20 |
|
Grade |
Frequency |
Percentage (%) |
|
Yes |
13 |
43 |
|
No |
17 |
57 |
prediction (as story), 80 percent pupils who got the preschool experience can
assume next sequence or happening (in story). Conversely, 43 percent pupil who
did not get preschool experience can assume next happening.
experience are advanced than preschool non-experienced pupils in prediction
capability.
pupils
|
Grade |
Frequency |
Percentage (%) |
|
Yes |
23 |
77 |
|
No |
7 |
23 |
pupils
|
Grade |
Frequency |
Percentage (%) |
|
Yes |
7 |
23 |
|
No |
23 |
77 |
Questioning for making clear of predicted thing, 77 percent pupils who got the
preschool experience can question to make predicting thing clear. On the
contrary, only 23 percent pupil who did not get preschool experience can
question to make predicting thing clear.
experience are advanced than preschool non-experienced pupils in predicting
capability.
pupils
|
Grade |
Frequency |
Percentage (%) |
|
Yes |
20 |
67 |
|
No |
10 |
33 |
|
Grade |
Frequency |
Percentage (%) |
|
Yes |
7 |
23 |
|
No |
23 |
77 |
comprehending pattern, teachers observe that, 67 percent pupils who got the
preschool experience can comprehend pattern of rhythm, word or sentence in
their level. Conversely, only 23 percent pupils possess the capability of
comprehending pattern who did not get preschool experience.
preschool experience are significantly higher than preschool non-experienced
pupils in capability of comprehending pattern.
from Observation of Parent
experienced respond that the questioning skill has been developed of their kids
after attending in preschool. The children could make questions sometimes their
exploration is rapid and profuse.
non-experienced pupils were respond in a way that their children could make
question sometimes, but most of the time they could not or don’t try to
explore. Sometimes their question is not meaningful or structured.
the parents in terms of questioning skill we see that experience of preschool
make the pupil skilled on questioning.
their kids in solving little problems like exploring things needed or providing
things as directed. Parents of pupils who are preschool experienced reported
that their children could solve these sorts of little problem confidently. They
are enthusiastic to solve these problems. Where as pupils are non-experienced
through preschool are not smart in solving problems as their parents observed.
Some of them could also solve problems but this might derived from experience
from real life situation (as per age) and all those are not promptly.
achieved by the preschool experienced pupil higher than that of preschool
non-experienced pupils. From experiencing preschool, pupils got the capability
to make questions objectively to comprehend things that they felt hazy. The
pupils who did not experience preschool are not enthusiastic to make it clear
by asking questions.
after experiencing preschools the children achieved the capacity to tell story
(might be small) which has much more distinct starting, body and end. On the
contrary, the parent of the children who have preschool experience reported
that most of the cases their children are not capable to tell story which has
distinct starting, body and end.
experienced children could speak structurally and this skill has been achieved
after getting the experience. Sometimes they enjoy speaking as the parents
feel. On the other hand, the children who did not experience preschool could
not speak structurally in many cases. They could speak but the sentences are
not well structured and sometimes these are not meaning worthy.
are higher in capacity to speak structurally, than the pupils who did not
experience preschool.
and Conclusion of the Study
Pre-School Experienced And Non-Experienced Pupils” result has been
determined on the basis of the data collected from pupils, teachers and
parents.
follows-
significantly advanced in oral and reading abilities.
- Preschool
experienced pupils could present rhyme with more appropriate
pronunciation, rhythm and speed than preschool non-experienced pupils.
- Preschool
experienced pupils could read with clear pronunciation and speed than
preschool non-experienced pupils.
- Preschool
experienced pupils could write better than non-experienced pupils
- Preschool
experienced pupils could write words and sentences more clearly than
non-experienced pupils
- Preschool
experienced pupils could write letters in right direction
- Preschool
experienced pupils significantly advanced in numeric competencies than
non-experienced pupils
- Preschool
experienced pupils are more capable in number identification and
application of numbers.
- Preschool
experienced pupils are higher than non-experienced pupils in mathematical
process like addition and subtraction.
- In
comparison to other cognitive competencies, preschool experienced pupils
are advanced than non-experienced pupils.
- Preschool
experienced pupils are advanced in classification
- Preschool
experienced pupils are more capable in solving puzzle or ideas on shape
and size.
- Preschool
experienced pupils are more capable than non-experienced pupils in
expressing feeling without hesitation.
- Preschool
experienced pupils could set rules for play and follow provided rules
while play.
- In assuming
next happening or sequence (like in story) preschool experienced pupils
are advanced than non-experienced pupils.
- Preschool
experienced pupils are capable and enthusiastic to make questions for
clearing the assuming things.
- Preschool
experienced pupils are more capable than non-experienced pupils in
comprehending pattern
- Preschool
experienced pupils advanced in comprehending rhythm pattern
- Preschool
experienced pupils could comprehend pattern in words and sentences in
their level.
- In
questioning skill, preschool experienced pupils are advanced than
non-experienced pupils.
- Preschool
experienced pupils are more capable than non-experienced pupils in simple
problem solving in their level
- For
making things understandable, preschool experienced pupils are more
capable than non-experienced pupils.
- Preschool
experienced pupils are advanced than non-experienced pupils in story
telling.
- Preschool
experienced pupils could tell story with distinct starting of the story.
- Preschool
experienced pupils could tell story with body and a finishing.
- In
speaking structurally Preschool experienced pupils are more capable than
non-experienced pupils.
- Preschool
experienced pupils could speak meaningfully
- Preschool
experienced pupils could express tidily
distinctly advanced in cognitive development than the pupil who did not get the
opportunity of preschool experience. In language interpretation in oral and
written, numeracy and other cognitive areas like puzzle solve, classification
skill in all those areas preschool experienced pupils are highly developed than
the non-experienced pupils. The environment where a child develop plays key
role for revealing the potential and early age the high time when brain
circuits configured through grasping the
experience. Children’s early reading and writing learning is embedded in a
larger developing system of oral communication. Writing and reading with an
alphabetic system involve an extra layer of symbols, where the phonemes are
represented by letters. This is an indication that beginners must learn both
the extra symbols as, letters of the alphabet and raise their consciousness of
the phonemes. Early mathematics possesses the importance to initiate logical
thinking by the young children. The conception of rationality comes from
mathematics mainly. So early mathematics is very important which impacts on
later part of life. The number operation is the early conception which helps to
grasp other concepts on mathematics. That is why the deliberate presentation of
mathematics concepts with lots of nun and games could make convenient for the
children to achieve it. Teacher has to be conscious and put vigorous endeavor
to make the session effective and meaning-worthy for the children.
learner in preschool are pertinent to brain development and other related
cognition and the pupils who got the preschool experience deliberately attacked
the activities and could have been shown their capability. Conversely the
pupils who did not get the opportunity to have the experience of preschool
could not attack the activity deliberately that have been shown in their
performance and this reveals the cognitive development. There is a
distinguishing deficiency of cognitive development of two group pupils
demonstrate the significant impact of preschool intervention.
classroom situation in revealing the potential of the learners could observe
significantly than others. The result from teacher observation offers the clear
advanced progress of the preschool experienced pupils. Teachers observe the
preschool experienced pupils are advanced in clear interpretation, following
provided instruction, prediction capability than the preschool non-experienced
pupils. All this progress of the preschool experienced pupil shows their
cognitive development which has been derived from the structured activities of
preschools. The pupil who missed the experienced in preschool could not get
prepared cognitive development domain that has been demonstrated in their
classroom performance as observed by their teachers.
of a day with their parents, so parents are the significant observer of the
progress of the children. Parent’s observation shows that preschool experienced
pupils are more sophisticated in questioning skill, problem solving,
comprehending, story telling etc. On the contrary the pupils who are not
preschool experienced are in position of deficiency of those skills demonstrate
the imperativeness of preschool intervention that could make impact on
cognitive development of the children. The total progress due to having the
experience in preschool make the parents enthusiastic and proving the
consequence of preschool experience in cognitive development.
it is obviously notable that preschool is imperative. On the basis of the
study, the following recommendations have been drawn:
- Age
appropriate all children should be covered by preschool program.
- Enrollment
in preschool before primary school should be compulsory.
- Making
parent awareness on the importance of preschool.
- Appropriate
curriculum has to be prepared and ensure proper implementation.
- All
preschool teachers should be trained properly.
- Appropriate
materials have to be developed and ensure proper use.
- Quality
in preschool has to be maintained through proper supervision and
monitoring.
- There
should be a remedial support system for children who did not experience
preschool.
- Establishing
preschool in all primary school.
- Infrastructures
have to be developed.
- There
should be parity with different pre-schooling approach.
- A
coordination system should be developed among the different implementation
organization.
- Ensure
participation of comm8nity, civil society and NGOs with government effort.
- Advocacy
on pre-schooling.
- Institutionalization
of preschool.
- Prepare
a national pre-schooling policy and plan of action.
serious deprivation of children of 3-5 years age. Due to unavailability or
deprivation from enrollment in preschool, many children are getting admission
in grade one directly. So, the children who do not get experience of preschool
fall in set back of cognitive development and many other competencies.
through preschool achieve essential cognitive and other competencies and get
prepared for accepting formal schooling system. This section of children goes
through a structured system in preschool, introduce with many activity corners,
play with so many materials, have option of thinking and innovation, interact
with peer and teacher, work with age appropriate reading-writing materials and
other so many activities. All these activities make a good impact on cognitive
development of the children and also on other development domains.
and other stakeholders should pay endeavor for creating opportunity for all
children enrollment in preschool. Ensuring all children in preschool, nation
will get better human resource.
- Longitudinal
study on preschool experienced learners.
- Impact
assessment of preschool in Physical, Social, Emotional and Linguistic
domains.
Development, A Multicultural Perspective, Pearson, New Jersey, Ohio, p 127-147
Developing Child (2006). The Timing & Quality of Early Experiences Combine
to Shape Brain Architecture, USA
Non-formal Education, Prince Tower, Shahbag, Dhaka. p 22- 23
(2005) Education Watch Report, p 7
education commission report, chairman- Kudrat-E-Khuda.
Report , Early Childhood Care and Education, p 17
Development From Measurement to Action, Washington D. C
Developing Child (2006), The Timing & Quality of Early Experiences Combine
to Shape Brain Architecture; USA
Brain
The Brookings Institution, Toronto, Canada
Childhood Count, World Bank, New York
and Mathematics, National Association for the Education of Young Children,
Washington D. C
Program – Teacher Guide, p 3
education commission report, chairman- Maniruzzaman Mian, p 18.
Education (2008), Operational Framework for Pre-Primary Education, Government
of the People’s Republic of Bangladesh.