Comparison of Learning Outcomes in Cognitive Development between Pre-School Experienced And Non-Experienced Pupils

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First
Chapter

Description of the Study

 
Introduction:

Early childhood sets foundation for
life. Early childhood programs are important, first to guarantee the rights of
young children, enshrined in the convention on the Rights of the Child now
ratified by 192 countries. Second, early childhood is a highly sensitive period
marked by rapid transformations in physical, cognitive, social and emotional
development. Under nutrition, deprivation of care and poor treatment are
particularly managing to young children with repercussion of ten felt into
adult years.

Early Childhood is the period when
humans are most dependent on relationships for survival, emotional, security
and cognitive development. An inadequate nutrition and lack of proper care can
have irreversible consequences. The convention the Right of the Child makes
children best interests and development a control concern. Early childhood programs
are one means of guaranteeing the rights of young children, by improving their
well-being and preparing then for primary school. The immediate and long term
benefits make such programs a cost effective strategy for reducing poverty and
offsetting disadvantage.

Commitment to early childhood has
increased in recent years. The Convention of the Rights of the Child, adopted
by the United Nations General Assembly in 1989 and now endorsed by 192 national,
is a unique instrument to protect children right to survival, development and
protection. Rapid economic and social change is increasing the need for more
early childhood policies and programs. Access to good early childhood programs
is not widespread in developing countries. In contrast most children in
developed countries have access to at least two years of free pre-school before
beginning primary school. (UNESCO, 2007)

The theoretical bases of
considering early childhood education and care as a public good are outlined by
Cleveland and Krashinsky (2003). These Canadian economists suggest that the
arguments in favor of treating Early Childhood Education Care as a public good
are similar to those used in favor of public education. In sum, early childhood
services deliver externalities beyond the benefit of immediate, personal
interest or consumption. Early childhood education and care contributes to the
public good, e.g. to the general health of a nation’s children, to future
educational achievement, to labor market volume and flexibility, and to social
cohesion. Early childhood services are also subject to “market failure”, that
is, they have characteristics that are difficult for consumers to judge
accurately and purchasing mistakes can have serious consequences on the
development of young children. Education is rarely a repeatable process. Unlike
buying a product can not compensate to the previous loss of opportunity, while
the continued use of an inferior service may actually harm the development of
the child (NICHD, 1997). In addition, early childhood services in market
situations are subject to critical shortages and low quality – all of which
indicate that government intervention is appropriate. Government involvement is
also justified by the fact that the benefits delivered to societies by high quality
early childhood services are greater than its costs. (OECD 2006, pp: 36-38)

Primary education is the foundation
on which the nation’s edifice of education has to be built and the ground laid
for the individual’s pursuit of further learning and fulfillment of life’s
potentials. Bangladesh is committed to EFA and Dakar Framework and U N
Millennium Development Goals for 2015. Its national development objectives and
plans are guided by a strategy of poverty reduction and human development is
which education, especially at the basic level, has a critical role.

Early childhood sets foundation for
life. Early childhood programs are important, first to guarantee the rights of
young children, enshrined in the convention on the Rights of the Child now
ratified by 192 countries. Second, early childhood is a highly sensitive period
marked by rapid transformations in physical, cognitive, social and emotional
development. Under nutrition, deprivation of care and poor treatment are
particularly managing to young children with repercussion of ten felt into
adult years.

Early Childhood is the period when
humans are most dependent on relationships for survival, emotional, security
and cognitive development. An inadequate nutrition and lack of proper care can
have irreversible consequences. The convention the Right of the Child makes
children best interests and development a control concern. Early childhood
programs are one means of guaranteeing the rights of young children, by
improving their well-being and preparing then for primary school. The immediate
and long term benefits make such programs a cost effective strategy for
reducing poverty and offsetting disadvantage.

Commitment to early childhood has
increased in recent years. The Convention of the Rights of the Child, adopted
by the United Nations General Assembly in 1989 and now endorsed by 192national,
is a unique instrument to protect children right to survival, development and
protection. Rapid economic and social change is increasing the need for more
early childhood policies and programs. Access to good early childhood programs
is not widespread in developing countries. In contrast most children in
developed countries have access to at least two years of free pre-school before
beginning primary school. (UNESCO 2007, pp:
121-161)

The children develop for a certain
period in his family with a particular set rules and regulation within an
influence of social norms and values. But nobody can survive in his own
environment for long time because he has to cope up with the larger environment
and has to reveal himself with full potential. So that he has to assimilate the
social norms and values and prepare himself as social human being. This is the
point where the significance of school can not be obliterated and role of
school is widely recognized. The school has to take the responsibilities as
guardian for the children in transforming them from family to society.

The competency achieved in Primary
Education is very low as stated in the Education Watch report – 2003. The
competency denoted in the primary education curriculum is not being achieved by
the learners and without achieving a greater percentage, they are being
graduates and entering into secondary education. So the low quality education
effects in secondary, higher secondary and higher education and consequently
the nation is being deprived from quality human resources. So the information
revealing the level of achievement of the learners is important which can
contribute for further improvement of primary education system and betterment
of the students.  (CAMPE, 2005)

The report on compulsory curriculum
published by the National Curriculum and Text Book Board contain the character
of primary level of education as follows:

….. In the existing education system
of our country the primary education is the first step and this education is
the right for all eligible school going children. There is no controversy about
the necessity of primary education for the socio-economic development of under
developed or developing country like Bangladesh. As the Primary Education is
the terminal education of most of the children of this country so the
particular target should have to be achieved both in qualitative and
quantitative aspect. (NCTB, 2004)

To implant societal feelings, nationalism,
democracy, secularism etc. within the children, education is a must. In this
context the first Education Commission in this country comprised in 1972
reveals the following–

…. In our country nationalism,
socialism, democracy and secularism have to be developed within learners
through education and to do so we have to look after the implication of these
things in their real life situation. (Bangladesh
education commission report, 1974 )

The said research will reflect the situation
of learning outcome achieved by the learners who have and have no the
experience of pre-school and might contribute to the significance of
establishing pre-school for better achievement in primary schools.

Some International Research findings
show significant changes in children who go through pre-schooling system. Some
longitudinal study had been done under consultation of Myers (1995) and
important findings have been derived from those researches. In 10 out of 14
researches, drop out rate was significantly reduced and school performance was
increased among the children who went through preschool. Two significant
researches (Rickite 1995, Tamis-Lemonda 2001) show that, linguistic
stimulation, response and learning through play ensure cognitive and linguistic
development of children.

1.2 Pre-schooling Education System

In April 2000, The World Education
Forum held in Dakar the capital of Senegal. The delegates from more than 180
countries participate in this convention. The convention sets some targets and
announces to achieve all those. The convention calls for six targets and among
these the first one is for ECCD. The first is —

We are being committed to
achieve Child care, Development and Preparatory Education; especially for
marginalized and under-privileged children.

Early Childhood Care and
Development is a process which ensures the right of appropriate development of
the children from birth to eight years of age. It is comprehensive principles
that ensures the physical protection, highly mental and cognitive development
and consider such type of development as right of the children through child
friendly programs derived from family and society. It considers the early child
care, physical, emotional, social, linguistic and cognitive comprehensive
development of the children. (Latif A H,
pp: 22 – 23)

Childhood is the base to be
developed as a complete social human being. Healthy, strong and stout body is
needed to be successful man at the same time an intelligent and healthy
mentality is desirable as well. Early Childhood is the most important period
for development of the whole life. Early Childhood is the period from embryonic
stage to five years of age. (Plan
Bangladesh, 2005)

Research finding denotes the
development and proliferation of brain takes place within two years of age and
the cognitive development, aptitude of study, problem solving capacity depends
on the development of brain. So the proper growing of intelligence would be
deranged if the practice of intelligence is not been evolved with appropriate
stimulating progression. So in early childhood children should have to be in
care and development centre where children will be involved with deliberately
designed activities and plays. Through these activities their physical, emotional,
social and cognitive development could be achieved and the children would be
familiar with schooling system which pilots them to achieve in grade one
competence. The phenomena depicts that the opportunity of preparedness is
essential before attaining the particular skill of education in formal
schooling system. In this context the role of care and rare children with
deliberately designed plays and activities is being evolved as imperative thing
to ensure the comprehensive development in physical, emotional, social and
cognitive aspect. On the basis of this perspective the parents, relative of
children, child learning method, care and rare procedure and the role of care
giver are being well thought-out as the main prerequisite of development of society
and individual life.

1.3 Rationale/Significance of the problem:

The quality of education is an
imperative issue in education sector in Bangladesh. Not only in Bangladesh, is
the said notion now a real concern to all over the world. It is more significant
in developing countries like Bangladesh, where the quality of education is very
poor. So this is a burning question whether the quality is being achieved which
is intended as per curriculum. If the answer is no, then it is important to
know the percentage of achievement and reason for better achievement or the
hindering issues for deficiencies. These answer will create more options and
will dig out further questions to make answer. Such way the research findings
will contribute for relevancy of school preparedness through the experiences in
Pre-schools and in that means the process of intensification or to way out in
achieving quality education.

Pre-school is the learning
intervention which contributes to the learners for entering into schooling system
as preparedness. It contributes in mainly four areas like physical, social,
emotional and in cognitive aspect, so that the learners might be competent with
a smart personality and could deal with all sorts of challenges in primary
schools. As a result the children in primary school could grow with their full
potential in all respect. The learners without such type of watchfulness might
not be able to face the challenges and consequently their learning outcomes
might not be in expected level.

In developed countries Early
Childhood Care and Development has become a growing concern and widely uttered
and the practice is being significant and enthusiastic in Bangladesh also. A
series of steps have been taken by Bangladesh government to ensure the basic
education. But a great number of disadvantaged and vulnerable children remain excluded;
can not let the country to be successful in intended level in primary
education. Even though the enrollment rated in primary education is appreciating,
the drop out rate and the quality of the primary graduate is very alarming.
Pre-school could play a vital role as foundation for making a solution of the
said problem.

So the study targeting these two
sections of pupil who have the experiences of pre-school and who do not have
the experiences of pre-school could provide the answer of proper way and means
of learning interventions. In this context the study is very much significant
which will contribute in long term in building the potential human resources.

Education is the means to develop
compatible human resource of a nation who will be able to solve contemporary
problems, widen and develop their livelihood and finally to sustain in real
life situation. So this is essential to make sure how the quality of education
might be achieved for building human resource and the findings indicating the
quality is similarly important.

  • Necessary
    Child Centre and Child Park could be established in our country for
    Pre-schooling education. In city and industrial area, mainly for the
    requirement of the children from the labor society the obligatory Pre-schools
    have to establish.
  • There will be a need to establish an
    institute of Child Education Research Centre after conducting research on child
    education and child psychology.
    (Bangladesh
    education commission report 1974, p- 1)
    The Maniruzzaman Education Commission
    Report published in 2004 set the objectives of Pre-Primary Education is as
    follows:

    To prepare the children physically
    and mentally for primary education.

    To make the children familiar with
    socialization through playing and child effective activities.

    To prepare the children familiar with
    child friendly environment and social principle, discipline, behaviour.

    To prepare the children familiar with
    playing and study associated with other children and create appropriate
    mentality.

    To help the children in rhyme, dance,
    song, reciting, drawing, story telling, alphabet, numeric and achieving
    competence.

    To create positive attitude
    attraction to school, teacher and formal education.

    To create culture and affection to
    fair within the mind of the children.

    To help the children to be capable as
    future active citizen of earth through effective using of the brain, heart and
    hands.

    The Maniruzzaman Education Commission
    Report reveals some very significant recommendation on Pre-schooling system by
    dint of its utility. The said recommendations are as follows:
      A branch has to open on Pre-School on
    basis of its significance.
      The National Text Book Board will
    design a national curriculum and syllabus for Pre-Primary School Education as
    like Primary Education. Support from UNICEF and British Council could be taken to
    accomplish the assignment.
      In first stage the Teacher Training
    Colleges of Dhaka, Mymenshing, Rajshahi and Chittagong will introduce a three
    months duration short certificate course for Pre-Primary School level teachers.
    In next phase the course could be designed in more developed form.
      Primary Education Department will
    determine the qualification, professional expertise and salary scale of Pre-Primary
    School Teaches.

    The Pre-Primary level schools have to
    be registered and the child friendly environment has to ensure in those
    schools. The Municipality Authority in city areas and the Union Council in
    rural areas could provide fund to Pre-Primary schools. The support from UNICEF
    could be available for the under developed areas. The quality control
    authorization could be refer to Primary Education Department and Regional
    Departments.

    The Day Care Centre should be
    established in city and industrial area for the children of labors family to
    prevent the children from diverse environment. This Day Care Centre must have
    to occupy with opportunity of playing, nutritious food and drinks.

    The educational qualification of the
    Pre-Primary level teachers have to be minimum the level of Primary School
    teachers and they should have necessary professional training. The professional
    training course for these teachers should be involved with Child Psychology,
    the theoretical and practical knowledge on children teaching method, Child
    Mental Health, Science, Nutrition Science, Moral Education, First Aid, Child
    Literature, Music, Drawing, simple task for themselves, play etc. (
    Bangladesh education commission report,
    2004, p- 18)
     
    The recent Education for All Report –
    2007 illustrates a very significant scenario on Early Childhood Care and Education.
    The Report emphasizes with a significant degree on implementation of Early
    Childhood Care and Education. The report depicts the importance of Early
    Childhood Care and Education in this way —
    Why does Early Childhood Care and Education (ECCE) matter?
    • ECCE
      is a right recognized in the Convention on the Rights of Child, which has
      own near-universal ratification.
    • ECCE
      an improve will-being of young children especially in the developing world
      where a child a four in ten chance of living in extreme poverty and 10.5
      million children a year die from preventable diseases before age 5.
    • Early
      Childhood is a time of remarkable brain development that lays the
      foundation of late learning.
    • ECCE
      contributes to the other EFA Foals (e.g. it improves performance in the
      first years of primary schools) and to the MDG.
    To make the significance of Early
    Childhood Care and Education vigilance the Report expounds the investment on it
    and return from this education.
    • The
      Early Childhood Care and Education is more cost effective to institute
      preventive measures and support for disadvantage as they grow older.
    • Affordable
      reliable childcare provides essential support for working parents,
      particularly mothers.
    • Investment
      in ECCE yields very high economic returns, offsetting disadvantage and
      inequality especially of children from poor families. (EFA Global Monitoring Report – 2007, p- 17)
    The Education for All Report – 2007
    illustrates more on consequence of implementing Early Childhood Care and Education
    programs and its diversified magnitude over other sectors. The Report denotes –

    A powerful boost to education and development.

    Children who participates ECCE and
    have positive early learning experiences make a better transition to primary
    school, and are more likely to begin and complete it. By reducing drop out,
    repetition and special education placements, ECCE can improve the internal
    efficiency of primary education and decrease costs for both government and
    households. Many ECCE programs provide cares with access to parenting education
    and other forms support, which in turn can improve adult learning and skills.
    ECCE is also an important instrument for promoting gender parity. When young children
    attend ECCE programs their older sisters or female kin are relieved of care
    responsibilities, a common barrier to girl enrolment in primary school, some
    evidence primary school outcomes indicated that girls benefit more than boys
    from participation in ECCE. The programs also provide an opportunity to9 reduce
    stereotypes about traditional gender roles a foster gender equality at an age
    when young children empathy, tolerance and mortality. Participation in good
    quality ECCE is linked with achievement at subsequent levels of education and
    contributes to the quality of the education system as a whole. Moreover, when
    the transition to primary education is well managed, ECCE has the potential to influence
    the quality of pedagogy in primary school, making it more child-centered.
    The young children have rights, and
    early childhood program are one instrument to guarantee on human development
    emphasizes that young children these are satisfied affects the outcomes of
    their development perspective, participation in early childhood programs is
    beneficial because it leads to improved outcomes, including better nutrition,
    health and education in both the short and long run. Moreover from an economic
    point of view investment in early childhood programs offers a high pay-off in
    human capital an there is a strong case for public intervention. Early
    childhood programs not only benefit children and families, they reduce social
    inequality and benefit communities and societies as large.

    1.4 Objective:

    r  The General objective of this study
    is to assess and comparison of the achieved learning outcomes in cognitive
    aspect of the pupils experienced and non-experienced in pre-school.
    r  The specific objective of this study
    are-
    ¥  to find out the difference between
    pre-school experienced and non-experienced pupils in competency of oral and
    reading
    ¥  to find out the difference between
    pre-school experienced and non-experienced pupils in writing competency
    ¥  to find out the difference between
    pre-school experienced and non-experienced pupils in numeracy
    ¥  to find out the difference between
    pre-school experienced and non-experienced pupils in other cognitive competency

    1.5 Hypothesis of the study

    The Hypothesis of the study “A comparison of Learning Outcomes in
    Cognitive Development Between Pre-School Experienced And Non-Experienced Pupils”

    are as follows:
    • The
      children who completed the Pre-Schooling system are advanced in oral and
      reading in comparison to the children who have not the experience of
      Pre-Schooling.
    • The
      Pre-school experienced pupils are advanced in understanding different pattern
      rather than the Pre -school non-experienced pupils.
    • The
      Pre-school experienced pupils are advanced in numeracy rather than the Pre
      -school non-experienced pupils.
    • The
      Pre-school experienced pupils are more capable in problem solving than the
      Pre -school non-experienced pupils.

    1.6 Delimitation of the Study

    To conduct the study the researcher
    had to fetch some inconveniences in time, opportunity and different hassle due
    to different adverse situation. The limitations through which the study had to
    accomplish are as follows:
    • The
      sample size is small because of time limitation.
    • The
      rural specimen could not been reached due to time and budget limitation.
    • Urban
      samples are confined in only in slum context in Dhaka City.
    • The
      observation and interview with the targeted pupils, teachers and parents
      ought to be more qualitative.
    • The
      specimen teacher number should be more.
    1.7 Operational Definition
    r  Pre-school experienced pupil:

    The pupil who have the
    formal experience in school preparedness through pre-schooling system like
    Pre-School, Baby class, Play Group, Nursery etc.

    r  Pre-school non-experienced pupil:

    The pupil who have not
    the formal experience in school preparedness through pre-schooling system like
    Pre-School, Baby class, Play Group, Nursery etc.

    r  Cognitive development:

    The development of
    attention, planning, decision making and memory based capability is called
    Cognitive Development.

    The issues which are very
    much related to cognitive development are as follows:

    §  To identify different things and to
    understand their uses.
    §  To understand different phenomena.
    §  To understand good and bad.
    §  To understand cause and effect.
    §  To solve entitled problems.
    1.8 Organization of the Study
    The study on “A comparison of Learning Outcomes in Cognitive Development Between Pre-School
    Experienced And Non-Experienced Pupils”
    focuses on the comparison of two groups of pupil intending the question
    whether the pre-school experienced pupils are advanced in cognitive aspect than
    the non-experienced pupils.
    The thesis report is divided into
    five chapters in addition to overview of the study. Following the overview;
    Chapter – 1: presents the description
    of the study including introduction, a brief description of pre-schooling
    system, rationale/significance of problem, objective, hypothesis, delimitation,
    and operational definition of the study.
    Chapter – 2: presents a brief account
    of the review of related literature. This chapter reveals the related issues
    and different study conducted by different researcher and findings from these
    studies.
    Chapter – 3: describes the
    methodology adopted for the study including the sampling design, instruments and
    data collection.
    Chapter – 4: deals with the data
    analysis and presentation including the data from different sources, data
    processing and its systematic representation.
    Chapter – 5: presents the result of
    the study, recommendations regarding the issues pertinent with the study and
    the conclusion of the study.

    Second Chapter

    Review of Related Literature

    2.1 Introduction

    The review of related literature
    provides the researcher the opportunity to get the information about the
    previously conducted researches in related field and the produced result. This
    information guides the researcher what has been done and what he should do.
    With the done works the researcher could make sure the way out of his intended
    task. The review of previous researches related to the new one gives the
    researcher a background to give some thoughts on problem area. The researcher
    can have a clear idea of the subject of research by going through those related
    literatures. The related literature review, criticism of the previous works
    prevents the duplication of same works, loss of energy, time and resources.
    That also leads the future research area and information collection.
    Standardized research is conducted based on previously gained knowledge. The
    knowledge of whole human kingdom has been accumulated as reports in various
    books and other resources. The researcher should be acquainted with that source
    and be equipped with that knowledge so that he will be confident to perform the
    intended activities with due goal and objectives.
    No study on the comparison of
    cognitive development of pre-school faced and non-faced pupils has been done.
    Only the brief summaries of the works and of the books very closely related to
    the study have been illustrated bellow.
    2.2 Review of International Treaties that support ECCD:
    2.2.1 Human Rights – some of the article of human rights reveal the right to education.
    ·
    Article
    25: Everybody in childhood and motherhood has the right to special care and
    help. 
    ·
    Article
    26: Everybody has the right to education. Education will be conducted for
    growing of personality and respect to human and fundamental rights.
    2.2.2 Child Right Convention has been accepted in 1989 and it appears as an international
    law in 1990. This is the most widely accepted treaty in the history of the
    world. Every article of the convention reveals the interest of child, yet some
    articles directly denote the right of education.
    ·
    Article
    28: Every child has the right of education. The state has main role to make
    sure mandatory of primary education and ensure the opportunity of education
    without cost.
    ·
    Article
    29: The main objective of education provided to child is to ensure the growth
    of the child with its full potential in individuality, talent, physical and
    mental aspect.
    2.2.3 The World Education Forum announced six goals in Dakar conference 2000. The first two
    are related to education.
    Goal – 1: To pay endeavor for child
    care, development and preparatory education; especially for the vulnerable and
    disadvantaged children.
    Goal – 2: To ensure quality primary
    education to all children without cost with especial attention to girl child.
    2.3 Review of researches in national context.
    2.3.1 Save The Children USA (2002) conducted a study on the title, “Evaluation of Early
    Childhood Program of Grameen Shikkha”. The foremost objectives of the study are
    • To
      know about existing situation of the program.
    • To determinate
      the influence of the program on the parents.
    • To
      identify the factors which influence the Pre-school.
    • To
      find out the mechanism of community participation.
    • To
      recommend for future program.
    Methodology of the study –
    The study was qualitative in nature
    depicting the immediate result or change. The method and techniques used in
    study was critical analysis of the existing situation of the program revealing
    influencing factors. Focus group discussion, interview and observation
    techniques were used.
    The results derived from the study are as follows:
    • The
      parents have been more aware of due to integration of Pre-school and
      Parenting program.
    • The
      teacher and learners involved very effectively with classroom activities
      due to child-friendly environment.
    • The
      supervision has to be well-organized in Pre-school. 
    • The
      program is conducted for the benefit of the community and they are
      prepared to participate in this program.
    2.3.2 Bangladesh Forum for Education Development (BAFED) conducted a research (2001) on Early
    Childhood Care and Education. The prime objective of the study was to help the
    government in formulating principles and strategy for early childhood care, education
    and development program for children by providing fact and information on
    present situation and other relevant issues. In this study, the early childhood
    care, education and development meant by school preparedness program for 3 to 5
    years children which ensure their physical, social, mental, emotional,
    cognitive and moral development and skill for pre-literacy. 
    The salient feature of the results
    gained from the study is as follows:
    • Ten
      types of child care and education institutions (Government primary
      schools, private primary schools, NGO conducted schools, Bangla medium
      secondary schools, English medium secondary schools, government day care
      centre, government parentless children care centre, Maktab or Madrasa,
      Chittagong Hill tract para centre.) generally have not include early
      childhood care, education and development program which is most effective
      for child development.
    • The
      institutions which have the school preparedness or care giving activities
      are mainly providing literacy skill. The opportunity of learning with
      enjoyment is limited.
    • Teachers,
      parents and children are aware of the negative effect of physical
      punishment.
    • Torture
      in home and the threatening voice of teacher in school impact negatively
      on the child.
    • Each
      and every replier is agreed that intelligence of child could be increased.
    2.3.3 Sabira Sultana conducted a study (2001) on “The implementation status of Early
    Childhood Care and Development Program of Some Selected NGOs in Bangladesh: An
    Explorative Study”.
    Objectives of the study were –
    • To
      illustrate the nature of ECCD practices in terms of target population,
      area coverage, objectives and major activities/component.
    • To
      identify the physical facilities and financial assistance for ECCD
      program.
    • To
      explain the implementation process in terms of teaching learning
      activities, materials, teacher training, monitoring and supervision
      mechanism.
    Major findings derived from the study
    are –
    • The
      ultimate goal of ECCD program is to prepare the children for primary
      schooling.
    • Community
      is very much aware of ECD and they contribute and support ECCD program run
      by the NGOs very well.
    • Different
      learning teaching activity in the program to ensure the holistic
      development of the learners.
    • Most
      of the learners were quite spontaneous in their activities.
    • The
      learners were quite good on rhyme, singing, playing.
    • The
      parents of the learners were very much satisfied about the NGOs ECCD
      program.
    • Most
      of the learners liked to come to the centers than staying home.
    2.3.4 M Mohsin Ali conducted a study on “Determination of Difference Among The Learners
    Experienced And Non-Experienced Of Kinder Garten In Preparedness of Grade One”.
    Objective of the study were to know
    difference if any in preparedness for grade one among the learners who faced and
    not faced Kinder Garten.
    Key findings resulting from the study
    reveal significant difference among the children in picture reading,
    identifying the similarity and dissimilarity between two pictures, providing
    information on pictures, identifying Bangla Alphabet, identifying small letter
    of English and determining English numbers. The pupils who have the experience
    of Kinder Garten are more prepared for grade one than who have no experience of
    Kinder Garten.

    Third
    Chapter

    Method of the Study

    3.1 Introduction

    The aim of the study “A Comparison of Learning Outcomes in
    Cognitive Development Between Pre-School Experienced And Non-Experienced
    Pupils”
    is an in-depth probe of advancement of Pre-School experienced
    pupils in cognitive aspect. The methodology demanded by the research questions
    was a mixture of both quantitative and qualitative techniques. This chapter
    presents the research question, approach and methodology. This chapter also
    depicts the development of the instruments, the sample design and the report
    preparation process.
    3.2 Field of the Study
    The grade one of 10 schools of Dhaka
    City has been taken as Field of the Study. To select the schools the condition
    was identified as pupils of 5 schools will have the experience of preschools
    and 5 schools will have no experience of preschools.
    3.3 Sample Selection
    To conduct the study the 10 teachers
    of grade one (One teacher from one school) of Surovi (a NGO) schools will be
    selected. The Surovi schools are established in slum context of Dhaka city for
    serving the marginalized children, especially the poorest of the poor. For
    controlling the variable socio-economic status, no government school has been
    selected as there is no government school in that marginalized slum area.
    The population will be 300 pupils of
    grade I of 10 Primary Schools at Amlirtek, Sunibir, Adabar and Bawniabad of
    Mirpur area. From 300 pupils, 120 pupils have been selected through Systematic
    Sampling. 120 parents have been selected of the responded learners. Respective
    class teachers of the learners have been selected as responded for their
    assessment of the learners. 

    3.4  
    Methods

    In the said study, a comparison has
    been made between two independent variables that are learning outcomes of
    pre-school experienced and non-experienced learners in cognitive aspect. An
    independent group design has been used in the experimental research.
    Information has been collected from the parents and school teachers of the
    respondent students.

    3.5  
    Nature of Research

    This study is an experimental classroom
    research on grade I pupils at the end part of the year who had or had no
    experiences on pre-schools. Some interviews have been accomplished among the
    parents and school teachers of the respondent pupils. The classroom research
    will be on two group design method on two variables that are learning outcomes
    of pre-school experienced and non-experienced pupils in cognitive development.

    3.6 
    The following tools will be used in
    the study for data collection.

    • Questionnaire:
    • A
      set of questions prepared on the basis of terminal competency of grade
      one for assessing the learners.
    • A
      set of questions for teacher for observation of number of selective
      learners.
    • Interview
      sheet:
    • An
      interview sheet for parents comprising 5 questions.
    The white paper, pen, pencil,
    calculator etc will be used for data collection.

    3.7  
    The Researcher collected the
    questionnaire from each teacher after one day supplying of the questionnaire.
    The teachers collected score achieved by the learners through oral test and
    written answer sheet. In addition to that, some other information provided by
    respondent teacher; as their observation of selective learners. The researcher
    observed every targeted learners of their behavior, problem solving process,
    interpretation, questioning skill and other aspect of cognitive development. He
    observed all these things staying minimum 50 minutes in every school.  The Researcher collected information from
    parents through set of questions. Parents of both group pupils were provided
    with question paper in parents meeting and asked to response. They respond in
    written and orally.

    The aspects of observation of the
    Researcher are as follows:
    • Question
      apprehension capacity.
    • Spontaneous
      of right answering.
    • Problem
      solving capacity.
    • Interpretation
      skill.
    The score has been gathered by the
    Researcher in score sheet for analysis. (see appendix)

    3.8  
    Data analysis

    After collection the questionnaire
    and other data, The Researcher statistically analyzed the data of two groups of
    pupils, articulated in percentage and frequency. A significant comparative
    cognitive difference has been observed from the percentage of that data
    presentation. Then the hypothesis has been tested on the basis of the result
    provided by the data.

    Fourth Chapter

    Data Analysis and Interpretation

    4.0 Introduction

    The study “A Comparison of Learning Outcomes in Cognitive Development Between
    Pre-School Experienced And Non-Experienced Pupils”
    is an experimental
    classroom research on grade I pupils at the end part of the year who had or had
    no experiences on pre-schools. Data have been collected form total 120 students
    among them there are two group pupils who are-
    ·
    60
    pupils are have pre-school experience and
    ·
    60
    pupils have experience on pre-school
    Data have been in three fold process
    ·
    Oral
    and written Test 
    ·
    Observation
    of Teacher
    ·
    Observation
    of Parent
    This chapter presents the data
    analysis, comparison and interpretation.
    Data analysis and comparison from
    Test of the Pupil
    Data analysis and comparison of score
    from Test on cognitive development of the two group Pupils. Each category
    analysis has been done in four step scale.
    4.1 Oral and Reading
    Table – 1: Pre-school experienced
    pupils
    (N = 60)

    Grade

    Frequency

    Percentage (%)

    Very Good

    49

    82

    Good

    11

    18

    Poor

    0

    0

    Bad

    0

    0

    Table – 2: Pre-school non-experienced
    pupils
    (N = 60)

    Grade

    Frequency

    Percentage (%)

    Very Good

    35

    58

    Good

    19

    32

    Poor

    6

    10

    Bad

    0

    0

    Here in this oral and reading part we
    see that,
    82 percent pupils who got preschool
    experience obtain oral and reading ‘Very Good’.
    Where as 58 percent possess ‘Very
    Good’ in oral and reading who did not get preschool experience.
    18 percent preschool experienced
    pupils achieved the second grade that is ‘Good’ and there is no pupil in ‘Poor’
    and ‘Bad’ grade.
    But 32 percent pupil achieved ‘Good’
    in oral and reading and 10 percent in ‘Poor’ who have no preschool experience.
    So, obviously preschool experienced
    pupils are in advance position than non-experienced pupils.
    4.2 Writing
    Table – 3: Pre-school experienced
    pupils
    (N = 60)

    Grade

    Frequency

    Percentage (%)

    Very Good

    46

    77

    Good

    13

    21

    Poor

    1

    2

    Bad

    0

    0

    Table – 4: Pre-school non-experienced
    pupils
    (N = 60)

    Grade

    Frequency

    Percentage (%)

    Very Good

    32

    53

    Good

    22

    37

    Poor

    6

    10

    Bad

    0

    0

    77 percent preschool experience
    pupils are ‘Very Good’ in writing ability.
    Where as writing ability of 53
    percent pupil is ‘Very Good’ who did not get preschool experience.
    21 percent preschool experienced
    pupils are ‘Good’ in writing and 2 percent pupil in ‘Poor’ and there is no
    pupil of both categories in ‘Bad’ grade.
    37 percent pupil achieved ‘Good’ and
    10 percent in ‘Poor’ who have no preschool experience.
    So, here in writing section we see
    that, preschool experienced pupils are in advance position than non-experienced
    pupils.
    4.3 Numeracy
    Table – 5: Pre-school experienced
    pupils
    (N = 60)

    Grade

    Frequency

    Percentage (%)

    Very Good

    38

    63

    Good

    19

    32

    Poor

    3

    5

    Bad

    0

    0

    Table – 6: Pre-school non-experienced
    pupils
    (N = 60)

    Grade

    Frequency

    Percentage (%)

    Very Good

    23

    38

    Good

    21

    35

    Poor

    15

    25

    Bad

    1

    2

    In Numeracy part, who got preschool
    experience 63 percent pupils are ‘Very Good’.
    32 percent pupils are ‘Good’ and 5
    percent are ‘Bad’ in Numeracy.
    Only 38 percent pupils are ‘Very
    Good’ in Numeracy who did not get preschool experience possess grade
    35 percent in ‘Good’ and 25 percent
    pupil in ‘Poor’; 2 percent in ‘Bad’ in Numeracy who did get preschool
    experience.
    So, exquisitely preschool experienced
    pupils are in advance position than non-experienced pupils.

    4.4 Others

    Table – 7: Pre-school experienced
    pupils
    (N = 60)

    Grade

    Frequency

    Percentage (%)

    Very Good

    53

    88

    Good

    6

    10

    Poor

    1

    2

    Bad

    0

    0

    Table – 8: Pre-school non-experienced
    pupils
    (N = 60)

    Grade

    Frequency

    Percentage (%)

    Very Good

    38

    63

    Good

    18

    30

    Poor

    4

    7

    Bad

    0

    0

    In other cognitive competencies we
    see that, 
    88 percent pupils who got preschool
    experience are ‘Very Good’ in other cognitive competencies.
    Where as 63 percent pupils are ‘Very
    Good’ other cognitive competencies who did not get preschool experience possess
    grade
    10 percent preschool experienced
    pupils achieved the ‘Good’ in other cognitive competencies and 2 percent pupil
    in ‘Poor’ and there is no pupil of both preschool experienced and
    non-experienced categories in ‘Bad’ in other competencies.
    30 percent achieved ‘Good’ and 7
    percent in ‘Poor’ who have no preschool experience.
    So, obviously here also preschool
    experienced pupils are in advance position than preschool non-experienced
    pupils.
    Data analysis and comparison from Observation
    of Teacher

    4.5 Expression of feeling without Hesitation

    Table – 9: Pre-school experienced
    pupils
    (N = 30)

    Grade

    Frequency

    Percentage (%)

    Yes

    24

    80

    No

    6

    20

    Table – 10: Pre-school
    non-experienced pupils
    (N = 30)

    Grade

    Frequency

    Percentage (%)

    Yes

    11

    37

    No

    19

    63

    In expressing feeling without
    hesitation, teachers observe that, 80 percent pupils who got the preschool
    experience can express their feeling without feeling. Where as, only 37 percent
    pupil who did not get preschool experience can express feeling without
    hesitation.
    So, in comparison of the capability
    of expressing feeling without hesitation preschool experienced pupils are
    advanced than preschool non-experienced pupils.
    4.6 Providing and Following Rule in
    Group Play
    Table – 11: Pre-school experienced
    pupils
    (N = 30)

    Grade

    Frequency

    Percentage (%)

    Yes

    28

    93

    No

    2

    7

    Table – 12: Pre-school
    non-experienced pupils
    (N = 30)

    Grade

    Frequency

    Percentage (%)

    Yes

    9

    30

    No

    21

    70

    In case of capability of providing
    play rules and following provided rules, teachers observe that, 93 percent
    pupils who got the preschool experience can provide rule if necessary and also
    follow set rule while play. Conversely, only 30 percent pupil who did not get
    preschool experience can set rules or follow provided rules while play.
    No doubt, the pupil who got preschool
    experience are significantly advanced than preschool non-experienced pupils in
    setting play rules and follow play rules as per criteria.
    4.7 Capability of Prediction (as story)
    Table – 13: Pre-school experienced
    pupils
    (N = 30)

    Grade

    Frequency

    Percentage (%)

    Yes

    24

    80

    No

    6

    20

    Table – 14: Pre-school non-experienced pupils
    (N = 30)

    Grade

    Frequency

    Percentage (%)

    Yes

    13

    43

    No

    17

    57

    In comparison of capability of
    prediction (as story), 80 percent pupils who got the preschool experience can
    assume next sequence or happening (in story). Conversely, 43 percent pupil who
    did not get preschool experience can assume next happening.
    Hence, the pupils who got preschool
    experience are advanced than preschool non-experienced pupils in prediction
    capability.
    4.8 Questioning for making clear of predicted thing
    Table – 15: Pre-school experienced
    pupils
    (N = 30)

    Grade

    Frequency

    Percentage (%)

    Yes

    23

    77

    No

    7

    23

    Table – 16: Pre-school non-experienced
    pupils
    (N = 30)

    Grade

    Frequency

    Percentage (%)

    Yes

    7

    23

    No

    23

    77

    In comparison of capability of
    Questioning for making clear of predicted thing, 77 percent pupils who got the
    preschool experience can question to make predicting thing clear. On the
    contrary, only 23 percent pupil who did not get preschool experience can
    question to make predicting thing clear.
    Hence, the pupils who got preschool
    experience are advanced than preschool non-experienced pupils in predicting
    capability.
    4.9 Capability of Comprehending Pattern (rhythm, word, sentence)
    Table – 17: Pre-school experienced
    pupils

    Grade

    Frequency

    Percentage (%)

    Yes

    20

    67

    No

    10

    33

    Table – 18: Pre-school non-experienced pupils
    (N = 30)

    Grade

    Frequency

    Percentage (%)

    Yes

    7

    23

    No

    23

    77

    In case of capability of
    comprehending pattern, teachers observe that, 67 percent pupils who got the
    preschool experience can comprehend pattern of rhythm, word or sentence in
    their level. Conversely, only 23 percent pupils possess the capability of
    comprehending pattern who did not get preschool experience.
    No doubt, the pupils who got
    preschool experience are significantly higher than preschool non-experienced
    pupils in capability of comprehending pattern.
    Qualitative analysis and comparison
    from Observation of Parent
    4.10 Questioning Skill
    Parents of pupils who are preschool
    experienced respond that the questioning skill has been developed of their kids
    after attending in preschool. The children could make questions sometimes their
    exploration is rapid and profuse.
    The parents of preschool
    non-experienced pupils were respond in a way that their children could make
    question sometimes, but most of the time they could not or don’t try to
    explore. Sometimes their question is not meaningful or structured.
    In comparison of the observation of
    the parents in terms of questioning skill we see that experience of preschool
    make the pupil skilled on questioning.
    4.11 Problem Solving
    Parents were asked about the skill of
    their kids in solving little problems like exploring things needed or providing
    things as directed. Parents of pupils who are preschool experienced reported
    that their children could solve these sorts of little problem confidently. They
    are enthusiastic to solve these problems. Where as pupils are non-experienced
    through preschool are not smart in solving problems as their parents observed.
    Some of them could also solve problems but this might derived from experience
    from real life situation (as per age) and all those are not promptly.
    4.12 Questioning for making things clear
    As parents observed this is also
    achieved by the preschool experienced pupil higher than that of preschool
    non-experienced pupils. From experiencing preschool, pupils got the capability
    to make questions objectively to comprehend things that they felt hazy. The
    pupils who did not experience preschool are not enthusiastic to make it clear
    by asking questions.
    4.13 Capacity of Story Telling (story which has starting, body and end)
    The parents were happy to tell that
    after experiencing preschools the children achieved the capacity to tell story
    (might be small) which has much more distinct starting, body and end. On the
    contrary, the parent of the children who have preschool experience reported
    that most of the cases their children are not capable to tell story which has
    distinct starting, body and end.
    4.14 Speaking Structurally
    Parents observed that the preschool
    experienced children could speak structurally and this skill has been achieved
    after getting the experience. Sometimes they enjoy speaking as the parents
    feel. On the other hand, the children who did not experience preschool could
    not speak structurally in many cases. They could speak but the sentences are
    not well structured and sometimes these are not meaning worthy.
    So pupils who experience preschool
    are higher in capacity to speak structurally, than the pupils who did not
    experience preschool.

    Fifth Chapter

    Findings, Discussion, Recommendations
    and Conclusion of the Study

    5.1 Introduction

    In the study “A Comparison of Learning Outcomes in Cognitive Development Between
    Pre-School Experienced And Non-Experienced Pupils”
    result has been
    determined on the basis of the data collected from pupils, teachers and
    parents.
    5.2 Findings of the Study
    (Result derived from Test Score of the Pupils)
    In which areas the significant variations have been observed are as
    follows-
    v  Preschool experienced pupils are
    significantly advanced in oral and reading abilities.
    • Preschool
      experienced pupils could present rhyme with more appropriate
      pronunciation, rhythm and speed than preschool non-experienced pupils.
    • Preschool
      experienced pupils could read with clear pronunciation and speed than
      preschool non-experienced pupils.
    • Preschool
      experienced pupils could write better than non-experienced pupils
    • Preschool
      experienced pupils could write words and sentences more clearly than
      non-experienced pupils
    • Preschool
      experienced pupils could write letters in right direction
    • Preschool
      experienced pupils significantly advanced in numeric competencies than
      non-experienced pupils
    • Preschool
      experienced pupils are more capable in number identification and
      application of numbers.
    • Preschool
      experienced pupils are higher than non-experienced pupils in mathematical
      process like addition and subtraction.
    • In
      comparison to other cognitive competencies, preschool experienced pupils
      are advanced than non-experienced pupils.
    • Preschool
      experienced pupils are advanced in classification
    • Preschool
      experienced pupils are more capable in solving puzzle or ideas on shape
      and size.
    • Preschool
      experienced pupils are more capable than non-experienced pupils in
      expressing feeling without hesitation.
    • Preschool
      experienced pupils could set rules for play and follow provided rules
      while play.
    • In assuming
      next happening or sequence (like in story) preschool experienced pupils
      are advanced than non-experienced pupils.
    • Preschool
      experienced pupils are capable and enthusiastic to make questions for
      clearing the assuming things.
    • Preschool
      experienced pupils are more capable than non-experienced pupils in
      comprehending pattern
    • Preschool
      experienced pupils advanced in comprehending rhythm pattern
    • Preschool
      experienced pupils could comprehend pattern in words and sentences in
      their level.
    • In
      questioning skill, preschool experienced pupils are advanced than
      non-experienced pupils.
    • Preschool
      experienced pupils are more capable than non-experienced pupils in simple
      problem solving in their level
    • For
      making things understandable, preschool experienced pupils are more
      capable than non-experienced pupils.
    • Preschool
      experienced pupils are advanced than non-experienced pupils in story
      telling.
    • Preschool
      experienced pupils could tell story with distinct starting of the story.
    • Preschool
      experienced pupils could tell story with body and a finishing.
    • In
      speaking structurally Preschool experienced pupils are more capable than
      non-experienced pupils.
    • Preschool
      experienced pupils could speak meaningfully
    • Preschool
      experienced pupils could express tidily
    5.3 Discussion
    5.3.1 Discussion on student performance:
    The preschool experienced pupils are
    distinctly advanced in cognitive development than the pupil who did not get the
    opportunity of preschool experience. In language interpretation in oral and
    written, numeracy and other cognitive areas like puzzle solve, classification
    skill in all those areas preschool experienced pupils are highly developed than
    the non-experienced pupils. The environment where a child develop plays key
    role for revealing the potential and early age the high time when brain
    circuits  configured through grasping the
    experience. Children’s early reading and writing learning is embedded in a
    larger developing system of oral communication. Writing and reading with an
    alphabetic system involve an extra layer of symbols, where the phonemes are
    represented by letters. This is an indication that beginners must learn both
    the extra symbols as, letters of the alphabet and raise their consciousness of
    the phonemes. Early mathematics possesses the importance to initiate logical
    thinking by the young children. The conception of rationality comes from
    mathematics mainly. So early mathematics is very important which impacts on
    later part of life. The number operation is the early conception which helps to
    grasp other concepts on mathematics. That is why the deliberate presentation of
    mathematics concepts with lots of nun and games could make convenient for the
    children to achieve it. Teacher has to be conscious and put vigorous endeavor
    to make the session effective and meaning-worthy for the children.
    The total activities offered for the
    learner in preschool are pertinent to brain development and other related
    cognition and the pupils who got the preschool experience deliberately attacked
    the activities and could have been shown their capability. Conversely the
    pupils who did not get the opportunity to have the experience of preschool
    could not attack the activity deliberately that have been shown in their
    performance and this reveals the cognitive development. There is a
    distinguishing deficiency of cognitive development of two group pupils
    demonstrate the significant impact of preschool intervention. 
    5.3.2 Discussion on teacher observation:
    The teacher is the key player in
    classroom situation in revealing the potential of the learners could observe
    significantly than others. The result from teacher observation offers the clear
    advanced progress of the preschool experienced pupils. Teachers observe the
    preschool experienced pupils are advanced in clear interpretation, following
    provided instruction, prediction capability than the preschool non-experienced
    pupils. All this progress of the preschool experienced pupil shows their
    cognitive development which has been derived from the structured activities of
    preschools. The pupil who missed the experienced in preschool could not get
    prepared cognitive development domain that has been demonstrated in their
    classroom performance as observed by their teachers.
    5.3.3 Discussion on parent observation:
    The children spend most of the time
    of a day with their parents, so parents are the significant observer of the
    progress of the children. Parent’s observation shows that preschool experienced
    pupils are more sophisticated in questioning skill, problem solving,
    comprehending, story telling etc. On the contrary the pupils who are not
    preschool experienced are in position of deficiency of those skills demonstrate
    the imperativeness of preschool intervention that could make impact on
    cognitive development of the children. The total progress due to having the
    experience in preschool make the parents enthusiastic and proving the
    consequence of preschool experience in cognitive development.

    5.4 Recommendation

    Grasping the result from the study,
    it is obviously notable that preschool is imperative. On the basis of the
    study, the following recommendations have been drawn:
    • Age
      appropriate all children should be covered by preschool program.
    • Enrollment
      in preschool before primary school should be compulsory.
    • Making
      parent awareness on the importance of preschool.
    • Appropriate
      curriculum has to be prepared and ensure proper implementation.
    • All
      preschool teachers should be trained properly.
    • Appropriate
      materials have to be developed and ensure proper use.
    • Quality
      in preschool has to be maintained through proper supervision and
      monitoring.
    • There
      should be a remedial support system for children who did not experience
      preschool.
    • Establishing
      preschool in all primary school.
    • Infrastructures
      have to be developed.
    • There
      should be parity with different pre-schooling approach.
    • A
      coordination system should be developed among the different implementation
      organization.
    • Ensure
      participation of comm8nity, civil society and NGOs with government effort.
    • Advocacy
      on pre-schooling.
    • Institutionalization
      of preschool.
    • Prepare
      a national pre-schooling policy and plan of action.
    5.4 Conclusion
    Unavailability of preschools creates
    serious deprivation of children of 3-5 years age. Due to unavailability or
    deprivation from enrollment in preschool, many children are getting admission
    in grade one directly. So, the children who do not get experience of preschool
    fall in set back of cognitive development and many other competencies.
    Conversely the children who go
    through preschool achieve essential cognitive and other competencies and get
    prepared for accepting formal schooling system. This section of children goes
    through a structured system in preschool, introduce with many activity corners,
    play with so many materials, have option of thinking and innovation, interact
    with peer and teacher, work with age appropriate reading-writing materials and
    other so many activities. All these activities make a good impact on cognitive
    development of the children and also on other development domains.
    Keeping all these in mind, government
    and other stakeholders should pay endeavor for creating opportunity for all
    children enrollment in preschool. Ensuring all children in preschool, nation
    will get better human resource.
    Probable next Research:
    1. Longitudinal
      study on preschool experienced learners.
    1. Impact
      assessment of preschool in Physical, Social, Emotional and Linguistic
      domains.

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