Impact of Early Childhood Educational Practices on the Students’ Social and Cognitive Development
Abstract
The present study was conducted to investigate the differences in early childhood education practices in primary schools and their impact on children's cognitive and social development. Main objectives of the study were (i) To find out the perception of stakeholders regarding various early childhood education practices in primary schools (ii). To find out the perception of stakeholders regarding children's social development in primary schools (iii) To find out the perception of stakeholders about the impact of various early childhood education practices on children's cognitive development in primary schools. The study was delimited. Primary schools in D.I.Khan district. Primary school teachers of district D.I. Khan. Five hundred thirty three respondents were participated on their selection as sample of the study. A questionnaire was developed for data collection and a pilot study was carried out to make it valid and reliable. Questionnaire was validated through the experts of Education and 10 Senior Teachers of School. Mean Percentage, Standard deviation, T-test was utilized for analysis of data. After the findings and facts, it was concluded that. The majority of respondents, including 74.55% of male teachers and 81.96% of female teachers, gave a positive response to the statement: The classroom is organized in a way that promotes active learning and exploration for cognitive development. However, a small percentage of respondents, 14.46% of male teachers and 8.18% of female teachers, disagreed. Additionally, 10.96% of male teachers and 9.83% of female teachers were undecided. The mean value for male respondents is 3.74, with a standard deviation of 0.98, while the mean value for female respondents is 3.83, also with a standard deviation of 0.83. The calculated t-value is 1.139, and the p-value is 0.255. The majority of respondents, including 78.93% of male teachers and 75.4% of female teachers, gave a positive response to the statement: Children develop better communication skills through regular interactions with their peers in class activities. However, a small percentage of respondents, 7.88% of male teachers and 18.02% of female teachers, disagreed. Additionally, 13.15% of male teachers and 6.55% of female teachers were undecided. The mean value for male respondents is 3.89, with a standard deviation of 0.91, while the mean value for female respondents is 3.62, also with a standard deviation of 1.09. The calculated t-value is 0.034, and the p-value is 0.003.
KEYWORDS: Women in Leadership, Academic Leadership, Gender Barriers, Higher Education, Khyber Pakhtunkhwa, Public Sector Universities, Qualitative Study.
https://doi.org/10.5281/zenodo.23910166
