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Balda, Shanti
- A Comparative Study of Visual Motor Integration Skills in Normal Children with Slow Learners
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. College of Home Sciences, C.C.S. Haryana Agricultural University, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. College of Home Sciences, C.C.S. Haryana Agricultural University, Hisar, Haryana, IN
Source
Indian Journal of Health and Wellbeing, Vol 5, No 5 (2014), Pagination: 614–617Abstract
The present study was conducted in Rawalwas Kalan and Rawalwas Khurd villages of Hisar district. Forty slow learner (70-90 IQ) and forty normal (90 and above IQ) children in the age group of 6-10 years were selected for the sample. Significant differences were observed in VMI skills of normal and slow learner children. Age-wise differences in VMI skills of slow learner and normal children were also found. For motor skills, significant sex differences were found, boys were more competent than girls. The study demands awareness on the part of family members, school teachers and all those who concerned with children to explore and enhance visual-motor integration skills of slow learners.Keywords
Visual-motor Integration, Slow Learner, Normal Children
- Interpersonal Social Competence Among School Going Children
Abstract Views :222 |
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Authors
Veena Shahi
1,
Shanti Balda
2
Affiliations
1 Krishi Vigyan Kendra, Dr. Rajendra Prasad Central Agricultural University, Samastipur (Bihar), IN
2 Department of Human Development and Family Studies, Chaudhary Charan Singh Haryana Agricultural University, Hisar (Haryana), IN
1 Krishi Vigyan Kendra, Dr. Rajendra Prasad Central Agricultural University, Samastipur (Bihar), IN
2 Department of Human Development and Family Studies, Chaudhary Charan Singh Haryana Agricultural University, Hisar (Haryana), IN
Source
Agriculture Update, Vol 13, No 2 (2018), Pagination: 158-163Abstract
The present study was conducted in Hisar city of Haryana state. The sample comprised of 160 children in the age group of 6-8 years. These children were assessed for interpersonal problem-solving skills in obtaining access to an object in another child’s possession with the help of Social Problem-Solving Test. Children’s quantitative responses were computed for total number of different categories of strategies, relevancy of strategies and within-story flexibility in use of strategies. Quality of children’s responses was computed for proportional use of forceful and non-forceful strategies. Results revealed that in interpersonal problem solving, most frequently suggested strategies by children were non-forceful in nature. Results also revealed that there were no gender differences in quantitative scores of interpersonal social competence among school children. Significant differences were found for usage of quality of strategies. Girls suggested greater proportions of non-forceful strategies as compared to boys; on the other hand, boys suggested greater proportions of forceful strategies as compared to girls. It can be concluded that in interpersonal social dilemmas boys becomes more aggressive as compared to girls.Keywords
Interpersonal Social Competence, Forceful Strategies, Non-Forceful Strategies, Gender Differences, Social Dilemma, Cognitive Repertoire.References
- Anita (2010). Social problem solving skills of 6-8 years old children in relation to Intelligence Quotient. M.Sc. Thesis, Department of Human Development and Family Studies, C.C.S. Haryana Agricultural University, Hisar (Haryana) India
- Balda, S. (1997). Socialization experiences and preschool aged children’s social problem solving skills in Australia and India: A cross cultural study. Ph.D. Dissertation, Queensland University of Technology, Brisbane, Queensland, Australia.
- Balda, S., Sangwan, Sheela and Shahi, V. (2012a). Interpersonal problem-solving for social well being of children. Parer presented at 4th International Conference on Life Skills Education Organized by Rajiv Gandhi National Institute of Youth Development at Mumbai from 7th to 9th December, 2012.
- Balda, S., Shahi, V. and Sangwan, Sheela (2012b). Temperament and social competence of children. Interdisciplinary J. Mgmt. & Behavioural Sci., 1: 29-35.
- Huston, A.C. and Ripke, M.N. (Eds.) (2006). Developmental contexts in middle childhood: Bridges to adolescence and adulthood, New York, N Y: Cambridge University Press.
- Irving, K. (1994). Maternal beliefs, young children’s peer contacts and social problem solving skills. In K. Oxenberry, K. Rigby, and P. Slee (Eds.), Children’s peer relations: Cooperation and conflict. Conference Proceeding (pp. 138-152). Adelaide: Institute of Social Research, University of South Australia.
- Kammerer, M. (2009). Language comprehension in down syndrome - a specific language deficit? Bioscan - Internat. Quarterly J. Life Sci., 4 (2): 203-207.
- Malik, S. (2004). Impact of intervention package on social problem solving skills of 6-8 years old children. Unpublished, Ph.D. Thesis, Department of Human Development and Family Studies, College of Home Science, C.C.S. Haryana Agricultural University, Hisar (Haryana) India.
- Malik, S., Balda, S. and Punia, S. (2005). Promoting social competence of 6-8 years old socially incompetence girls. J. Soc. Sci., 10 (3) : 233-236.
- Malik, S., Balda, S., Punia, S. and Duhan, K. (2010). Educating aberrant children for social problem solving. Indian J. Education, 2 : 75-79.
- Mishra, B.K. and Mishra, P.C. (2009). Nutritional anthropometry and mal-nourishment status among children under 18 years of age around IB Thermal Power Station of Jharsuguda district in Orissa. Bioscan - Internat. Quarterly J. Life Sci., 4 (2): 281-285.
- Punia, D. (2002). Intervention programme for interpersonal cognitive problem solving skills. Ph.D. Thesis, Department of Human Development and Family Studies, College of Home Science, C.C.S. Haryana Agricultural University, Hisar (Haryana) India.
- Punia, D., Balda, S. and Punia, S. (2010). Socio-emotional health and social problem-solving skills of preschoolers. Indian J. Soc. Res., 51 : 443-449.
- Rubin, K.H. and Krasnor, L.R. (1983). Age and gender differences in solutions to hypothetical social problems. J. Appl. Development Psychol., 4 : 263-275.
- Rubin, K.H. and Krasnor, L.R. (1986). Social-cognitive and social behavioral perspectives on problem solving. In : M. Perlmutter (Ed.), Cognitive perspectives on children’s social and behavioral development. The Minnesota Symposia on Child Psychology (Vol. 18). Hillsdale, N.J.: Erlbaum (pp. 1-68).
- Rubin, K.H. (1988). Social Problem Solving Test. University of Waterloo, Department of Psychology, Ontario, Canada.
- Shanwal, P. (2010). Childhood aggression and maternal coping strategies. Ph. D. Thesis, Department of Human Development and Family studies, C.C.S. Haryana Agricultural University, Hisar (Haryana) India.
- Do We Need an Intervention Programme on Teachers’ Knowledge Regarding Developmental Milestones of 6-10 Years of Age Group Children?
Abstract Views :172 |
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. College of Home Science, C.C.S. Haryana Agricultural University, Hisar (Haryana), IN
1 Department of Human Development and Family Studies, I.C. College of Home Science, C.C.S. Haryana Agricultural University, Hisar (Haryana), IN
Source
Asian Journal of Home Science, Vol 13, No 1 (2018), Pagination: 128-133Abstract
In this pilot study, we investigated the impact of intervention programme on teachers’ knowledge regarding developmental milestones of 6-10 years of age group children. The present study was carried out in two cultural zones of Haryana (an Indian state). Thirty teachers for one thousand children in the age group of 6-10 years from both cultural zones were assessed for their knowledge regarding developmental milestones of 6-10 years age children. After pre-assessment, the intervention programme was imparted to teachers regarding developmental milestones of children for a period of one week.After a gap of one month, teachers were post-tested.Results revealed that at pre-testing stage there were no significant differences in knowledge of teachers from both the zones regarding various developmental milestones: t-values were not significant for gross-motor (t=1.84), fine-motor (t=0.00), cognitive (t=0.00), language (t=0.50), social (t=0.40) and emotional domains (t=0.61) and also for overall development (t=0.73). Results revealed that after exposure to intervention programme, teachers’ knowledge about developmental milestones of children improved significantly, as t-values for developmental gain were significant for gross-motor (t=5.43*), fine-motor (t=4.01*), cognitive (t=5.13*), language (t=4.71*), social (t=4.07*), emotional (t=4.65*) and overall development (12.23*).Keywords
Child Development, Developmental Milestones, Developmental Domains, Teacher Training, Dntervention, Developmental Gain.References
- Berk, L. (2002). Infants and children: Prenatal through middle childhood. Boston, MA: Allyn& Bacon.
- Bogard, K. and Takanishi, R. (2005). PK-3: An aligned and coordinated approach to education for children 3 to 8 years old. SRCD Social Policy Report, 19 : 1–23.
- Bowman, B., Donovan, M. and Burns, M. (Eds.) (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press.
- Catherine, S. and Marc, H. (2014). Teachers knowledge about children’s play and language development. 34 (1):115-24.
- Dewey, K.G., Cohen, R.J., Brown, K.H. and Rivera, L.L. (2001). Effects of exclusive breastfeeding for four versus six months on maternal nutritional status and infant motor development: results of two randomized trials in Honduras. J. Child Development, 131 : 262-275.
- Dunn, L. and Kontos, S. (1997). Research in review: What have we learned about Developmentally Appropriate Practice? Young Children, 52 : 4-13.
- Evense, L., Hamre, B. K. and Pianta, R.C. (2005). Can instructional and emotional support in the first grade classroom make a difference for children at risk of school failure? Child Development,76 : 949-967.
- Goldstein, L. (2007). Beyond the DAP versus standards dilemma: Examining the unforgiving complexity of kindergarten teaching in the United States. Early Childhood Res. Quarterly, 22 (2) : 39-54.
- Hamre, B.K. and Pianta, R.C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. Pianta, M. Cox, & K. Snow (Eds.), School readiness & the transition to kindergarten in the era of accountability (pp. 49–84). Baltimore, MD: Brookes.
- Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R. and Barbarin, O. (2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23(1) : 27– 50.
- Landry, S.H., Swank, P.R., Smith, K.E., Assel, M.A. and Gunnewig, S.B. (2006). Enhancing early literacy skills for preschool children: Bringing a professional development model to scale. J. Learning Disabilities, 39 : 306–324.
- Lane, N., Nadine, G.D., Lemelin, J.P., Pérusse, D. and Tremblay, R.E. (2015). Early child language mediates the relation between home environment and school readiness.Child Development, 35(3):155-177.
- Lonigan, C.J. (2004). Emergent literacy skills and family literacy.In B. Wasik (Ed.), Handbook of family literacy (pp. 57–82). Mahwah, NJ: Erlbaum.on Early Childhood Education and Care”, OECD, Paris.
- Sharon Wolf, J., Lawrence, A. and Behrman, J.R. (2015). The Impacts of Teacher Training and Parental education on Kindergarten Quality.Poverty-action.org.
- Shonkoff, J. and Phillips, D.A (Eds.) (2000). From neurons to neighborhoods. Washington, DC: National Academy of Sciences.
- Zaslow, M. and Martinez-Beck, I. (Eds.) (2005).Critical issues in early childhood professional development. Baltimore, MD: Brookes Publishing.
- Clauda, C.M. (2016). Exploring Developmentally Appropriate Practice (DAP). extension.psu.edu/youth/betterkidcare.
- Socio-Economic Status as a Predictor of Educational Aspirations among Adolescents
Abstract Views :206 |
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. Collage of Home Sciences, CCS HAU Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. Collage of Home Sciences, CCS HAU Hisar, Haryana, IN
Source
International Journal of Education and Management Studies, Vol 8, No 2 (2018), Pagination: 233-235Abstract
The present study was conducted to examine socio-economic status as a predictor of educational aspirations among adolescents. The sample constituted of 240 students, 120 from Hisar city and 120 from Udaipur city in the age group of 13-16 years. Of these 240 adolescents, 120 were male and 120 were female. Self-prepared interview schedule was used to collect information on socio-economic variables. Educational aspirations were assessed with the help of Educational Aspiration Scale (form-p) by Sharma and Gupta (2015). Correlational and regression analyses were used to analyze the data. Majority of adolescents belonged to small sized families; about equal percentage of fathers had education up to high school, senior secondary school and graduation level. About one fifth of mothers were illiterate. About forty one per cent fathers were in service and majority of mothers were home makers. Correlational analysis revealed that there were significant and positive correlations between parental education, family income and educational aspirations of adolescents, while negative correlation existed between family size and educational aspirations. Linear regression revealed that maternal education and family income were positive predictors of educational aspirations, while family size negatively affected educational aspirations. As assumed, collectively, socio economic variables were strong predictors of educational aspirations of adolescents and accounted for 30.3 per cent variance in educational aspirations.Keywords
Educational Aspirations, Socio-Economic Status, Adolescents.References
- Buchmann, C, & Dalton, B. (2002). Interpersonal influence and education aspirations in 12 countries: The importance of institutional context. Sociology of Education. 75(2), 99-122.
- Ceja, M. (2004). Chicana college aspirations and the role of parents: Developing educational resiliency. Journal of HispanicHigherEducation, 3(A), 338-362.
- Chen, H., & Lan, W. (2006). Adolescents perceptions of their parents academic expectations: Comparison of American, Chinese-American, and Chinese high school students. Family Therapy, 33(2), 113-118.
- Garg, R., Kauppi, C, Lewko, J., & Urajnik, D. (2002). A structural model of educational aspirations. Journal of Career Development, 29(2), 87-108.
- Geckova, A. M., Tavel, P., Dijk, J. P., Abel, T, & Reijneveld S. A. (2010). Factors associated with educational aspirations among adolescents: Cues to counteract socio-economic differences. BMCPublic Health, 10(24), 151-154.
- Gil, R, Padilla, C, Teresa, M., & Svarez, O. M. (2011). Influence of gender, educational attainment and family environment on the educational aspirations of secondary 5choolstidents.EducationalReview, 63(3), 345-363.
- Kao, G., & Thompson, J. (2003). Racial and ethnic stratification in educational achievement and attainment. Annual Review of Sociology, 29, 417-442.
- Sharma, V. P., & Gupta, A. (2015). Manual for Educational Aspiration Scale. Agra: National Psychological Corporation.
- Sirin, S. R, Diemer, M. A., Jackson, L. R., Gonsalves, L., & Howell, A. (2004). Future aspirations of urban adolescents. A person-in-context model. International Journal of Qualitative studies in Education, 17(3), 437-459.
- Strayhorn, T. L. (2009). Different folks different hopes: The educational aspirations of Black males in urban, suburban, and rural high schools. Urban Education, 44(6), 710-731.
- Suslu, D. A. (2014). Educational aspirations of middle and high schoolstudents: A focus on Turkish - American youth. Doctoral dissertation, Louisiana State University Agriculture. Retrived from http://digitalcommons.lsu.edu/gradschool_dissertations/2953 on January 8,2017.
- Thakur, L. (2001). Effect of home environment on intelligence and educational aspirations. Journal of Education and Psychology, 59(A), 8-15.
- White, M. J., & Glick, J. E. (2009). Achieving anew: How new immigrants do in American schools, jobs, and neighborhoods. New York: Russell Sage Foundation.
- Parental Encouragement and Educational High School Children
Abstract Views :201 |
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. Collage of Home Science, CCS HAU, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. Collage of Home Science, CCS HAU, Hisar, Haryana, IN
Source
International Journal of Education and Management Studies, Vol 8, No 2 (2018), Pagination: 266-268Abstract
The present study was conducted in Hisar city of Haryana state andUdaipur city of Rajasthan state. From Hisar and Udaipur cities, two schools, one affiliated to CBSE and one affiliated to state education board, were selected at random. From each school 60 students including 30 boys and 30 girls in the age group of 13-16 years were selected randomly. So, the total sample constituted of 240 students, 120 from Hisar city and 120 from Udaipur city equally representing male and female respondents. Parental encouragement was assessed by using Parental Encouragement Scale by Sharma (1997). Educational aspiration was assessed by Educational Aspiration scale by Sharma and Gupta (2015). The results elucidated that there were significant positive correlation between parental encouragement and educational aspirations of children. Children with low educational aspirations received low level of parental encouragement; while children with high educational aspirations received high level of parental encouragement. The regression results confirmed that parental encouragement was strong predictor of educational aspiration of high school children.Keywords
Parental Encouragement, Educational Aspirations, Relationship, High School, Children.References
- Bashir, H., & Majeed, S. (2016). Investigation of the relationship between achievement motivation and parental encouragement of adolescent girls in district Anantnag. The International Journal of Indian Psychology, 3(2), 104-112.
- Bashir, L., & Bashir, H. (2016). Educational aspiration of secondary school students in relation to parental encouragement. Indian Journal of Positive Psychology, 7(1), 141-143.
- Buchmann, C, & Dalton, B. (2002). Interpersonal influence and education aspirations in 12 countries: The importance of institutional context. Sociology of Education. 75(2)99-122.
- Garg, R., Kauppi, C, Lewko, J., & Urajnik, D. (2002). A structural model of educational aspirations. Journalof 'CareerDevelopment, 29(2), 87-108.
- Hung, C. L., & Marjoribanks, K. (2005). Parents, teachers and children's social outcomes: ATaiwanese study. Educational Studies, 31(1), 3-13.
- Hurlock, E.B. (2005). Personality development. New Delhi: Tata Mc Graw Hill Publishing Company Ltd.
- Kaur, J. (2013). Parental encouragement as a predictor of academic achievement of college student. QuestInternationalMulti Disciplinary Research Journal, 2(1), 5-8.
- Lawrence, A.S. A., & Barathi, C. (2016). Parental encouragement in relation to academic achievement of higher secondary school students. International Journal of Advance Research and Innovative Ideas in Education, 2(6), 1234-1239.
- Quaglia, R.J., & Cobb, CD. (1996). Toward atheory of student aspirations. Journal of Research in Rural Education, 12(3), 127-132.
- Rahim, A.H.A., & Azman, N. (2010). Educational aspirations among first-generation students and their parental influence towards pursuing tertiary education. Procedia Social and Behavioral Sciences, 7(C), 414-418.
- Sekar, P., & Mani, S. (2013b). Parental encouragement to higher secondary students in Thiruvannamalai District: An empirical analysis. Global Research Analysis, .2(11), 32-33.
- Sharma, R. R. (1997). Manual on Parental Encouragement Scale. National Psychological Corporation, Agra.
- Sharma, V. P., & Gupta, A. (2015). Manual for Educational Aspiration Scale. Agra: National Psychological Corporation.
- Effect of Socioeconomic Status on Psychological Well-Being of Parents in Two-Children Families
Abstract Views :192 |
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Authors
Affiliations
1 Department of Human Development and Family Studies College of Home Science, C.C.S. Haryana Agricultural University, Hisar, Haryna, IN
1 Department of Human Development and Family Studies College of Home Science, C.C.S. Haryana Agricultural University, Hisar, Haryna, IN
Source
International Journal of Education and Management Studies, Vol 8, No 2 (2018), Pagination: 276-279Abstract
Parental functioning is influenced by a variety of forces, yet the personal resources of parents have the greatest potential for buffering the parenting system. Factors related to the parents are most central to parenting competence, often mediating associations between broader social variables and variation in parenting styles. In the present study, focus was mainly on three parental variables i.e., temperamental qualities, malaise and emotional intelligence. The study was undertaken in purposively selected Hisar city, of Haryana State. Atotal of 120 two-children families were selected randomly equally representing the two SES groups i.e., upper-middle (60) and lower-middle (60). Regarding temperamental qualities out of the total sample of fathers, nearly 17% were identified as having extraversion temperament and another 10 per cent had neuroticism temperament profile. In case of mothers nearly 20 and 17 per cent were categorized into extraversion and neuroticism temperament profile. Further, majority of mothers and fathers possessed normal level of emotional intelligence and upper -middle SES mothers and fathers were slightly better in emotional intelligence than their counterparts. Regarding comparative status on malaise of parents, non-significant differences between mothers and fathers were depicted in overall sample and within two SES groups. However, on the basis of mean scores it can be interpreted that fathers scored slightly higher on malaise than mothers showing that fathers were more at risk of illness (psychological or physiological).Keywords
Psychological Well-Being, Temperamental Qualities, Malaise and Emotional Intelligence.References
- Atzaba-Poria, N., & Pike, A. (2008a). Correlates of parental differential treatment: parental and contextual factors during middle childhood. Child Development, 79, 217-232.
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- Deater-Deckard, K. (2005). Parenting stress and children's development: Introduction to the special issue. Infant and Child Development, 14, 111-115.
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- Grant, G., Nolan, M., & Ellis, N. (1990). Areappraisal of the malaise inventory. Social Psychiatry and Psychiatric Epidemiology, 25, 170-178.
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- Hyde, A., Pethe, S., & Dhar, U. (2002). Emotional Intelligence Scale (EIS). Vedant Publications, Lucknow.
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- Socio-Economic Variables as a Predictor of Achievement Motivation and Academic Achievement of Adolescents
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. Collage of Home Science, CCS HAU Hisar, Haryna, IN
1 Department of Human Development and Family Studies, I.C. Collage of Home Science, CCS HAU Hisar, Haryna, IN
Source
International Journal of Education and Management Studies, Vol 8, No 3 (2018), Pagination: 377-380Abstract
The present study was conducted in Hisar district of Haryana state. Four Government Senior Secondary Schools, two from rural area and two from Hisar city were selected at random. Total sample constituted of 240 adolescent children in the age group of 14-16 years. Self-prepared interview schedule was used to collect information on personal and socio-economic variables. Achievement motivation was assessed with the help of Achievement Motivation Test by Rao (1974). Correlations andregression analyses were used to analyze the data. Results revealed that family income, paternal education and maternal education were significantly and positively correlated to achievement motivation and academic achievement of children. Academic achievement was assessed by the mean percentage of marks secured in previous three examinations by the respondents. Regression analysis revealed that socio-economic variables are strong predictors of achievement motivation and academic achievement of children. Results of the present study have implications for adolescents, parents, academicians and professionals.Keywords
Achievement Motivation, Academic Achievement, Adolescents, Children, Socio-Economic Variables.References
- Acharya, N., & Joshi, S. (2009). Influence of parents education on achievement motivation of adolescents. Indian Journal Social Science Researches, 6(1), 72-79.
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- Ceballo, R., McLoyd, V., & Toyokawa, T. 2004. The influence of neighborhood quality on adolescents' educational values and school efforts. Journal of Adolescent Research, 79(6), 716-739.
- Diaz, A.L. (2003). Personal, family, and academic factors affecting low achievement in secondary school. Teacher, psychopegagogy expert. Electronic Journal of Research in Educational Psychology and Psychopedagogy, 7(1), 43-66.
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- Hanes, B. (2008). The exploration of socioeconomic status and student achievement at Beverly elementary school. Un published thesis. Marietta College. Journal of Quality and Technology Management, 7(2), 0-14.
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- Rao,D.G. (1974). Rao's achievementmotivation test. NCERT,NewDelhi.
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- Promoting Social Competence for Management of Aggressive Behavior
Abstract Views :255 |
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. College of Home Science Chaudhary Charan Singh Haryana Agricultural University, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. College of Home Science Chaudhary Charan Singh Haryana Agricultural University, Hisar, Haryana, IN
Source
Indian Journal of Health and Wellbeing, Vol 9, No 8-9 (2018), Pagination: 878-881Abstract
The present study was carried out in four villages of two cultural zones of Haryana state-Mewat and Nardak. Total sample constituted of 400 children, 200 in experimental group and 200 in control group. All these children were pretested for their social competence in hypothetical situations- three stories were used for getting an object from another child and three stories for consequential thinking after doing something wrong. The child being interviewed was asked what the story character could do or say in each situation. Strategies suggested by children were coded as non-forceful or forceful for problem solving. For consequential thinking, number of consequences suggested by children was computed. Use of forceful strategies in interpersonal conflict resolution is one of the indicators of aggressive behavior in children. Intervention package was imparted to experimental group children for a period two months to promote social competence for management of aggressive behaviour. It was found that in both the cultural zones, after exposure to intervention package, there was significantly greater use of non-forceful alternatives in conflict resolution; while use of forceful strategies was reduced significantly as compared to control group children. Experimental group children also suggested significantly greater number of consequences as compared to control group children from both the cultural zones.Keywords
Social Competence, Management of Aggressive Behaviour.References
- Balda, S. (1997). Socialisation experiences and preschool-aged children's social problem-solving skills in Australia and India: A cross-cultural study. Unpublished PhD Thesis. Centre for Applied Studies in Early Childhood, Queensland University of Technology, Brisbane, Queensland, Australia.
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- Dodge, K.A., Lansford, J.E., Burks, V.S., Bates, J.E., Pettit, G.S., & Fontaine, R, & Price, J.M. {2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374-393
- Dishion, T.J., & Tipsord, J.M. {2011). Peer contagion in child and adolescent social and emotional development. Annual Review of Psychology, 62,189-214.
- Irving, K. {1994). Maternal beliefs, young children's peer contacts and social problem-solving skills. In K. Oxenberry, K. Rigby, and P. Slee {Eds.), Children's peer relations: Cooperation and conflict {pp.138-152). Adelaide: Institute of Social Research, University of South Australia.
- Khangoli, M., Goodarzi, B., &Mahdipoor, R. {2014). The role of problem-solving skills training in the amount of aggression control in athletic performance. Asian Journal ofMultidisciplinary Studies, 2,170-172.
- Punia, D. {2002). Intervention programme for interpersonal cognitive problem-solving skills. UnpublishedPhD Thesis. CCS Hary ana Agricultural University, Hisar.
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- Relationship of Study Habits with Family Income, Media Exposure and Participation in Sports
Abstract Views :600 |
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Authors
Affiliations
1 Department of Human Development and Family Studies, I.C. Collage of Home Science, CCS HAU, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. Collage of Home Science, CCS HAU, Hisar, Haryana, IN
Source
Indian Journal of Health and Wellbeing, Vol 10, No 10-12 (2019), Pagination: 290-294Abstract
The present study was conducted in Bhiwani district of Haryana state. One private and one government school were selected from rural area and one private and one government school were selected from Bhiwani city . From each school 30 boys and 30 girls in the age group of 14 to 16 years were selected at random, thus, 60 children from each school and a total of 240 children, representing both the sexes in equal number. Study habits of students were assessed by Study Habit scale developed by (Rani & Jaidka, 2015). Results revealed that majority of rural and urban students belonged to average categories in concentration, use of e-resources, interaction and overall study habits. While in planning, comprehension and drilling, majority of students from rural, urban and total sample belonged to above average category . For study sets, about equal numbers of students belonged to average and above average categories. Results further showed that there was positive correlations between family income, mass media exposure, participation in sports and study habits of high school students. This study will help in better understanding of study habits of high school students.Keywords
Study Habits, Social and Mass Media Exposure, Family Income, Participation in Sports.References
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- Gender Differences in Developmental Delay among of 6-10 Years Old Children
Abstract Views :177 |
PDF Views:0
Authors
Nigam Rani
1,
Shanti Balda
2
Affiliations
1 Department of Human Development, Krishna Collage of Science and Technology, Bijnor, Uttar Pradesh, IN
2 Department of Human Development and Family Studies,I.C. College of Home Science, CCSHAU, Hisar, Haryana, IN
1 Department of Human Development, Krishna Collage of Science and Technology, Bijnor, Uttar Pradesh, IN
2 Department of Human Development and Family Studies,I.C. College of Home Science, CCSHAU, Hisar, Haryana, IN
Source
Indian Journal of Health and Wellbeing, Vol 11, No 1-3 (2020), Pagination: 5-7Abstract
The present study was carried out in two cultural zones (Khadar & Mewat) of Haryana state. Two hundred children in the age group of 6-10 years from two cultural zones were assessed for their developmental level in gross and fine motor, cognitive, language, social and emotional domains. A checklist was prepared to assess developmental level children. Results revealed no significant differences between developmental status of boys and girls for grossmotor (t=2.29), fine-motor (t=0.12), cognitive (0.12), language (t=0.57), social (t=0.48), emotional (t=0.59) and overall development (t=1.51) of boys and girls. From Khadar zone, results depicted that for gross-motor (t=0.19), fine-motor (t=0.00), cognitive (t=0.00), language (t=0.93), social (t=0.29), emotional (t=0.00) and overall development (t=0.48) of boys and girls were not different. Similarly in Mewat cultural zone, results revealed that there was no difference in developmental status of boys and girls with delayed milestones. Independent sample tvalues for gross-motor (t=2.89), fine-motor (t=0.17), cognitive (t=0.17), language (t=0.22), social (t=0.44), emotional (t=0.76) and overall development (t=1.73) were not found to be significant.Keywords
Developmental Delay, Gross And Fine Motor, Cognitive, Language, Social, Emotional Domains Children.- Sibling Relationship During Middle Adulthood in Relation to Emotional Intelligence
Abstract Views :200 |
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Authors
Shourya Negi
1,
Shanti Balda
1
Affiliations
1 Department of Human Development and Family Studies, I.C. Collage of Home Science, CCS HAU Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. Collage of Home Science, CCS HAU Hisar, Haryana, IN
Source
Indian Journal of Positive Psychology, Vol 10, No 3 (2019), Pagination: 211-214Abstract
The present study was conducted in Haryana and Uttarakhand states. From Chamoli block in Uttarakhand, Gair village and from Bhiwani block in Haryana, Chang village were selected at random. Adults in the age range of 40-50 years were identified by snowball method. The total sample comprised of 240 adults, 120 from Haryana and 120 from Uttarakhand including 120 male adults and 120 female adults. Adult Sibling Relationship scale developed by Nandwana and Katoch (2010) was used to assess sibling relationship. Emotional intelligence scale by Hyde et al. (2002) was used to assess emotional intelligence of respondents. Results of the present study revealed that irrespective of the location (Uttarakhand & Haryana), rural and urban area of residence and sex of respondents, emotional intelligence was positively correlated with contacts, emotional closeness, confiding and overall sibling relationship; while there was negative relationship between emotional intelligence and conflict dimension of sibling relationship. Higher was the emotional intelligence; better were the sibling relationship among adults. Also, there was significant association between emotional intelligence and overall sibling relationship of respondents. Regression analysis also revealed that emotional intelligence was predictor of sibling relationships. Vice-a-versa, regression analysis also revealed that sibling relationship was predictor of emotional intelligence. So, it can be said that sibling relationships and emotional intelligence are bi-directional in nature, one influencing the other.Keywords
Middle Adulthood, Sibling Relationship, Apathetic, Loyal, Congenial, Emotional Intelligence.- Identification of Developmental Delay in Children of Two Different Zones of Haryana State
Abstract Views :245 |
PDF Views:0
Authors
Nigam Rani
1,
Shanti Balda
1
Affiliations
1 Department of Human Development and Family Studies, I.C. College of Home Science, CCSHAU, Hisar, Haryana, IN
1 Department of Human Development and Family Studies, I.C. College of Home Science, CCSHAU, Hisar, Haryana, IN