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标题：Socio-Emotional Development of Pre- Schoolars and Effects of Facilities Available
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作者：Chandra K Singh ; Sudha Chhikra
期刊名称：Journal of Social Sciences
印刷版ISSN：0971-8923
出版年度：2005
卷号：10
期号：2
页码：141-143
出版社：Kamla-Raj Enterprises, Delhi
摘要：The ability to live effectively with in the family and later to function capably within the neighborhood, classroom, feelings and attitudes about one self and others. The present investigation was carried out in Haryana and Union Territory of Chandigarh to know the status of facilities available for socio-emotional development in pre- schools. Study was conducted in 58 purposively selected schools of urban, periurban and rural areas of Haryana and U.T,. Chandigarh. The perusal of results indicated that activities for socio-emotional domain were conducted but not appropriately. Major differences were observed in activities like celebration on birthdays, National days, and availability of separate place for doll play etc. Pre School of Chandigarh provided more opportunities for activities related with socio-emotional domain. var currentpos,timer; function initialize() { timer=setInterval("scrollwindow()",10);} function sc(){clearInterval(timer); }function scrollwindow() { currentpos=document.body.scrollTop; window.scroll(0,++currentpos); if (currentpos != document.body.scrollTop) sc();} document.onmousedown=scdocument.ondblclick=initialize CHANDRA K SINGH AND SUDHA CHHIKRA 142 education can help a child to adjust socially and emotionally because it can provide him with suc- cessful experiences and permit inter-relationship with other children in-groups with a partner. He shares space, he has to take turns and cooperate. He thus develops social awareness and achieves satisfaction through peer relationship and play. It was observed that children were not given an opportunity that encouraged sharing, caring, cooperation and sympathetic attitude among them. There was also very little non-formal inter- action between teacher and children. Because most of the time teachers were busy in planning home work/class work for children. If during this time children try to talk or play among themselves they were punished. Most common punishments were either head down or putting finger on mouth to keep silence. However in few schools of urban private setting, urban govt. school of Chandigarh and preschool lab, it was observed that a pro- social behavior patterns were encouraged through some activities or games. Observations also suggest that except in rural schools and preschool labs, the children were not given any social responsibilities. In these schools children were asked to pack up play materials, putting food container and water bottles at proper places. In some of the rural and peri-urban schools children were also asked to put the chairs and tables for the teachers and distributing the note books to fellow children, conveying message to other teachers etc. In few urban private and govt. schools the children were assigned some of the social responsibilities such as guiding and helping the younger children to toilets and water fountain/cooler. Socio-emotional learning centers also include the housekeeping area/doll house where children can play different roles. They could learn certain social skills such as sharing, taking responsi- bilities, and expressing emotions with each other through pretend play. Data showed that only 24.13 per cent schools of Hisar and 37.93 per cent schools of Chandigarh had separate place for doll play/house keeping with accessories. The facility for puppet play was not available in many schools as the data reveals that 24.13 per cent of Hisar and 17.24 per cent of Chandigarh schools having facility for puppet play. Result shows that schools are actively involved in celebrating national days, festivals, birthday, sports day, etc, at both the places i.e., Hisar and Chandigarh. The observations suggest that festivals were celebrated in almost all schools in urban settings, but celebrations of National festivals were given less importance. It was also observed that in rural setting no importance was given to the celebration of festivals, birthday and National days. Preschool labs gave importance to the celebrations of children's birthday as it gives an understanding in the concept of their own growth year by year and also the concept of numbers. Such celebration also promotes social development in children. According to Baroody (1993) Children encounter mathematical ideas long before they attend school, for example young children learn that money has value when adults take them along shopping, and they learn that birthday occur at particulars times of the year when they celebrate family birth days. Data revealed the information about schools providing opportunity to children to develop indepen- S. No. Aspect Hisar (Haryana) U.T. Chandigarh Grand total N=29 N=29 N=58 1 . Social group participation 19 (65.51) 22 (75.86) 41 (70.68) 2 . Development of prosocial behavior pattern 15 (51.72) 18 (62.06) 33 (56.89) 3 . Inculcates social responsibilities 16 (55.17) 21 (72.41) 37 (63.79) 4 . Separate place for doll play/house keeping with accessories 7 (24.13) 11 (37.93) 18 (31.03) 5 . Facilitating to puppet play 7 (24.13) 5 (17.24) 12 (20.68) 6 . Celebration of a. Festivals 17 (58.62) 20 (68.96) 37 (63.79) b. Birthday 9 (31.03) 16 (55.17) 25 (43.10) c. National days 12 (41.37) 16 (55.17) 28 (48.27) d. Any other . Sports day 10 (34.48) 10 (34.48) 20 (34.48) 7 . Development of independence 23 (79.31) 22 (75.86) 45 (77.58) 8 . Provision for keeping pets 1 (3.44) - 1 (1.72) 9 . Organizes nature walk excursions visit 8 (27.58) 8 (27.58) 16 (27.58) 10 . Development of social values 28 (96.55) 28 (96.55) 56 (96.55) Figures in parentheses indicate percentage. Table 1: Existing status of educational program for young children regarding socio emotional domain
关键词：Social emotional; peri-urban; pro-social behavior; house keeping; first hand experiences