Effect of Audio-Visual Intervention Program on Cognitive Development of the Preschool Children
By Hilde M. Huizenga, Brenda R. J. Jansen, H.L.J. van der Maas, Maurits W. van der Molen, R. Ridderinkhof, R. Somsen, W. P. van den Wildenberg, Birte U. Forstmann, Raoul P. P. P. Grasman, Maartje E. J. Raijmakers and 12 more. 2013
653 citations recorded by the source corpus.
Preschool may not be a place where formal education is imparted but yes, it definitely is a place where children have their first taste of independence. Preschool education is the provision of education for children before the commencement of statutory education usually between the ages of 2 and 5. Thus the purpose of the study was to study the effectiveness of the audio-visual intervention program on the cognitive development of preschool children in relation to their socio economic status. The researcher employed experimental method to conduct the study. The sample consisted of 100 students from preschool of Rohini, Delhi. Thus the total study consisted of 100 children of class L.K.G, besides, all (100) parents of the all sampled children covered under the experimental and control groups were included in the sample so as to collect the data related to their SES. The Cognitive Development Test was developed by investigator and Socio Economic Status scale was developed by Rajeev Bhardwaj. The findings of the study were: (i) Audio-visual Intervention Program has also positively affected the overall cognitive development of the preschool children; and (ii) the Audio-visual Intervention Program has not been found to be differently affecting the cognitive development of the preschool children at different SES levels. Hence, in many ways the findings of the present study can be beneficial in strengthening the non-formal preschool education component. It can be useful for the young children, the teachers who handle the young children, teacher training institutions and the policy makers as well.
Subfields: Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/540d7c6cd604b0646e964e32efc9eba72c41a9e9
Citations in the corpus
- Ethnic Identity and Psychosocial Functioning in Navajo Adolescents. (2007, neutral): “…the advent of formal operational thinking, minority children are likely to become more cognizant of social and economic disparities based on race (Lutz & Sternberg, 1999) and recognition of both institutionalized and personal racism and prejudice may complicate even more a pivotal time in…”
- The phenomenology and development of social perspectives (2013, neutral): “Finally, it is well established that maternal postpartum depression leads to a significant impairment and retardation of the child’s affective and cognitive development for a period of over 5 years, the main reason being the mother’s reduced interactive capacity and sensitivity (Murray et al. 1996; ”
- Theories of cognitive development: From Piaget to today (2015, neutral): “…invariance in young children did not remain without criticisms (e.g., Hunt, 1975; Katz & Beilin, 1976), the view that has prevailed is that “young children do know something about quantity and that there are conditions under which they can and do reason about quantity” (Gelman, 1978, p. 303).”
- Is Augmented Reality Technology an Effective Tool for E-commerce? An Interactivity and Vividness Perspective (2017, neutral): “The human psychological response to novel stimuli appears to be innate, as infants at a very early age typically tend to engage with novel stimuli (Flavell 1977).”
- Development of mathematical concepts as basis for an elaborated mathematical understanding (2013, neutral): “These considerations help to understand that the meaning of numbers is acquired in succession and that this takes children many years to learn (e.g. Spelke, 2000; Goswami, 2008; Carey, 2009; Wynn, 1992a).”
- Relationship Between Screen Time and Chinese Children’s Cognitive and Social Development (2020, neutral): “…is concerned with dynamic changes in a person’s thinking processes through gradual growth or abrupt developmental stages and includes problem-solving, intelligence, reasoning, memory, spatial processing, language, perception, and concept formation (MacCormack & Lindquist, 2016; VandenBos, 2007a).”