Academic journal article International Journal of Education and Management Studies

Locale Difference in Developmental Readiness of Government School Children

Academic journal article International Journal of Education and Management Studies

Locale Difference in Developmental Readiness of Government School Children

Article excerpt

Developmental readiness is an important aspect for child's successful transition into formal school. It is affected by the early care- nature and nurture and learning experiences they receive from their primary care givers, i.e., their parents and family. There are many studies which have contributed to a growing awareness of the importance of the quality early education and primary school experience (UNICEF, 2012). Many researches have depicted that children who attend high quality programs enter primary school with skills which are important for school success; are more socially efficient; show better understanding of numerical and verbal concepts; are less often placed in special education classes which are introduced for the children who are lacking behind in some basic concepts and show competency to stay longer with an activity for a longer period of time (Colby & Witt, 2000). Developmental readiness primarily includes physical readiness, cognitive readiness, socio-emotional readiness and self-help readiness. This is also termed as non-academic readiness.

Punjab has a strong network of elementary schools but these are yet in the cold shade of neglect. State has achieved Universalization of Elementary Education to a very large extent in terms of access to schooling and improvement in enrolment ratio, especially of girls and those belonging to marginalized groups. Gender parity, especially at the elementary stage, has narrowed down appreciably as a result of large number of programmes initiated. But the learner's achievement remained unsatisfactory and far below than the expectations Growth of Schools: Punjab had adequate net work of educational institution. The number of elementary schools in Punjab has increased from 15610 in 2000 to 17742 in 2010 - an increase of 13.66 percent. Elementary schools in Punjab increased at an annual compound growth rate of 3.4 percent during the period under review. Nearly 89.26 percent schools are located in the rural areas but less than the rural geographical area of Punjab. The remaining one tenth of the schools is in the urban areas (Kainth, 2016).

School readiness encompasses development in five distinct but interconnected domains, i.e., cognitive development, physical development fine and gross motor development; social and emotional development; approach to learning; language development; self-help skill and general knowledge"(NCERT, 2005). Some of the major components of developmental readiness studied and assessed in this study are Physical Readiness (Gross & Fine Motor readiness), Cognitive Readiness, Socio-emotional Readiness and Self-Help skills of the child.

Physical readiness is a state when a child attains the skills for physical development, i.e., control over one's body especially over the muscles and physical coordination. Physical readiness encompasses gross and fine motor skills. Gross motor readiness includes achieving skills like grasping, walking, balancing, crawling, etc. whereas, fine motor readiness is the acquisition of collective skills and actions that engage using of hands and fingers required by the child to perform minute and precise work.

Along with physical readiness it is cognitive or intellectual readiness too which has an important role in making the child developmentally ready for school. It is a state of attaining skills which focus on various functions of the brain such as reasoning, attaining knowledge, awareness, keenness and altering information (Bell & Wolfe, 2004).

It is often found and observed that young children who have healthy socio-emotional development showcase better academic results during school years. Socio-emotional readiness refers to child's ability to understand the feelings of others, control his or her own feelings and behaviors, get along with other children, and build relationships with adults (Cohen etai., 2005).

A child with social readiness stays happy and contented during most of the day, accepts guidance and directions given from adults, separates from parents happily and knows basic self-help skills. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.