RAJESH DAHIYA*, KANTA SABHARWAL AND SHEELA SANGWAN
Department of Extension Education & Communication Management, CCS Haryana Agricultural University, Hisar125 004 (Haryana), India
*(e-mail : firstname.lastname@example.org); Mobile : 9812037140
(Received : September 11, 2018; Accepted : November 25, 2018)
Pre-school is the age of pre-operational period. Children’s logic in this time period is ruled by perceptions. Home environment provided by parents, parental behaviour, their interaction with the child and other related factors such as socio-personal, socio-economic status and socio-cultural tend to influence the cognitive development of children though the degree of influence may vary. Environment around the child, therefore, must be rich and stimulating to develop their cognitive abilities. Keeping this in mind, the present study was conducted in integrated child development services schemes operated in Fatehabad district. Two circles Kirdhan and Ratia were selected randomly for intervention on cognitive development of pre-schoolers. Two types of samples i. e. Anganwadi workers and mothers of pre-schoolers were provided knowledge on different cognitive aspects. Anganwadi workers were succeeded in gaining knowledge in high category regarding perception (52.5%), memory (70.0%), classification (52.0%), language (62.5%) and conceptual abilities (52.5%), respectively. However, mothers were able to get medium level of knowledge regarding perception (60.0%), memory ability (952.5%), classification and language (52.0%), respectively, after getting intervention on cognitive aspects of pre-schoolers.
Key words : Cognitive, interventions, concept, perception, gain in knowledge