Language Development of the Preschool Children: The Effects of an Audio-Visual Intervention Program in Delhi

Autor/in	Roul, Sushanta Kumar
Titel	Language Development of the Preschool Children: The Effects of an Audio-Visual Intervention Program in Delhi
Quelle	In: International Journal of Instruction, 7 (2014) 1, S.59-74 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Preschool Children; Language Acquisition; Preschool Education; Intervention; Audiovisual Instruction; Audiovisual Aids; Socioeconomic Status; Control Groups; Experimental Groups; Comparative Analysis; Program Effectiveness; Preschool Teachers; Educational Objectives; Language Tests; Statistical Analysis; Pretests Posttests; Predictor Variables; India + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Audiovisuelles Medium; Socio-economic status; Sozioökonomischer Status; Erzieher; Erzieherin; Kindergärtnerin; Educational objective; Bildungsziel; Erziehungsziel; Language test; Sprachtest; Statistische Analyse; Prädiktor; Indien
Abstract	Preschool may not be a place where formal education is imparted but yes, it definitely is a place where children have their first taste of independence. Preschool education is the provision of education for children before the commencement of statutory education usually between the ages of 2 and 5. Thus the purposes of the study were: to study the effectiveness of the audio-visual intervention program on the language development of preschool children in relation to their socio economic status. The researcher employed experimental method to conduct the study. The sample consisted of 100 students from preschool of Rohini, Delhi. Thus the total study consisted of 100 children of class L.K.G., besides, all (100) parents of the all sampled children covered under the experimental and control groups were included in the sample so as to collect the data related to their SES. The Language Development Test was developed by investigator and Socio Economic Status standardized scale was used. The findings of the study were: (i) the Audio-visual Intervention Program has also positively affected the overall language development of the preschool children; and (ii) the Audio-visual Intervention Program has not been found to be differently affecting the language development of the preschool children at different SES levels. Hence, in many ways the findings of the present study can be beneficial in strengthening the non-formal preschool education component. It can be useful for the young children, the teachers who handle the young children, teacher training institutions and the policy makers as well. (As Provided).
Anmerkungen	International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01