Online Thesis Search Results

Title
CERTIFICATE
DECLARATION
ACKNOWLEDGEMENT
CONTENTS
List of tables
List of figures
1 Introduction
1.1 Background of the problem
1.2 Scope of the study
1.3 Aim
1.4 Objectives
1.5 Concepts used
1.5.1 Environmental Stimulation
1.5.2 Temprament
1.5.3 Learning ability
1.5.4 Preschool children
1.6 Hypothesis
1.6.1 The home environment will influence the preschool children with regard to
1.6.1.2 Verbal interacton will influence the preschool children with regard to
1.6.1.3 Psychological interaction between the parents and children will influence the preschool children with regard to
1.6.2 The school environment will influence the preschool children with regard to
1.6.1.1 Exposure to objects and media will influence the preschool children with regard to
1.6.1.4 Time spent (quantitative) together with parents and children will influence the preschool children with regard to
1.6.1.5 Time spent (qualitative) together with parents and children will influence the preschool children with regard to
1.6.2.1 Availability of equipment in the school will influence the preschool children with regard to
1.6.2.2 Time allotment for individual activities will influence the preschool children with regard to
1.6.2.3 Time allotment for group activities will influence the preschool children with regard to
1.6.2.4 Teacher - pupil interaction will influence the preschool children with regard to
1.6.2.5 Teaching methods will influence the preschool children with regard to
1.6.3 There will be significant difference among preschool children between Trivandrum, Kozhikode and Thrissur districts with regard to
2 Review of related literature
2.1 Preschool children
2.1.1 Definitions
2.1.2 Importance of preschool years
2.1.3 Evaluation of literature and position of the present study
2.2 Environmental stimulation
2.2.1 Environmental stimulation in the school environment
2.2.2 Factors involved in the stimulation of school atmosphere
2.2.2.1 Physical facilities & structures
2.2.2.2 Availability of equipment, toys and educational materials
2.2.2.3 Curriculum
2.2.2.4 Teacher - pupil interaction
2.2.2.5 Teaching methods
2.2.3 Stimulation in the home environment
2.2.4 Factors involved in the stumulation of home atmosphere
2.2.4.1 Exposure to objects and media
2.2.4.2 Parent - child interaction
2.2.4.3 Time spent with the parents and children
2.2.4.4 Evaluation of literature and position of the present study
2.2.5 Temperament
2.2.5.1 Definitions
2.2.5.2 Dimensions/aspects of temperament
2.2.5.3 Theories of temperament
2.2.5.3.1 Psychoanalytic theory of Freud
2.2.5.3.2 Buss and Plomins theory (1975)
2.2.5.3.3 Thomas and Chess theory (1977)
2.2.5.3.4 Rothbart and Derryberrys theory (1982)
2.2.5.4 Internal structure of temperament
2.2.5.5 Stability of temperament
2.2.5.6 Temperamen/behavioural profile during preschool years
2.2.5.7 Effects of temperament on adjustment
2.2.5.8 Factors influencing the temperament
2.2.5.9 Evaluation of literature and position of the present study
2.2.6 Learning - definitions
2.2.6.1 Determinants of learning
2.2.6.2 Family
2.2.6.3 Peers
2.2.6.4 Mass media
2.2.6.5 Intelligence
2.2.6.6 Constraints on learning
2.2.6.7 Role of rewards and punishment in learning
2.2.6.8 Theories of learning
2.2.6.8.1 Hulls theory
2.2.6.8.2 Stimulus - response theories
2.2.6.8.3 Ethological theory
2.2.6.8.4 Vygotskys socio cultural theory
2.2.6.9 Evaluation of literature and position of the present study
3 Methods of investigation
3.1 Nature of the study
3.2 Design of study
3.2.1 The sample
3.2.2 The tools
3.2.2.1 Construction of tools
3.2.2.1.1 Preliminary Processing
3.2.2.1.2 Secondary processing
3.2.3 Pilot study
3.2.4 Reliability
3.2.5 Validity
3.2.6 Description of tools
3.2.6.1 To assess stimulation in the home environment
Scoring pattern
3.2.6.2 To assess the stimulation in the school environment
Scoring pattern
3.2.6.3 To assess the temperament
Scoring pattern
3.2.6.4 For measuring learning ability
Scoring pattern
3.2.7 Data collection procedure
3.2.7.1 Main study
3.2.8 Statistical technique
4 Results
Part I
Section I
Section II
Section III
Part II
Part III
Fig. 4.1 Comparison of the home and school environment among districts
Fig. 4.2 Comparison of the Temperament and learning ability of children among districts
5 Disscussion
Part I
Section I
5.1 Correlation of home environment with temperament
5.2 Correlation of home environment on learning ability
5.3 Correlation of shcool environment on temperament
5.4 Correlation of school environment on learning ability
Section II
5.5 Correlation of exposure to objects and media on activity, emotionality and sociability
5.6 Correlation of exposure to objects and media on learning ability
5.7 Correlation of verbal interaction with activity, emotionality and sociability
5.8 Correlation of verbal interaction with learning ability
5.9 Correlation of psychological interaction with activity, emotionality and sociability
5.10 Correlation of psychological interaction with learning ability
5.11 Correlation of time spent (quantitative) with parents and children on activity, emotionality and sociability
5.12 Corrrelation of time spent (quantitative) with parents and children on learning ability
5.13 Correlation of time spent (qualitative) on activity, emotionality and sociability
5.14 Correlation of time spent (qualitative) on learning ability
Section III
5.15 Correlation of availablity of equipment with activity, emotionality and sociability
5.16 Correlation of availability of equipment with learning ability
5.17 Correlation of time allotment for individual activites with activity, emotionality and sociability
5.18 Correlation of time alloment for individual activites on learning abilit!
5.19 Correlation of time allotment for group activities on activity, emotionality and sociability
5.20 Correlation of time allotment for group activities on learning ability
5.21 Correlation of teacher-pupil interaction on activity, emotionality and sociability
5.22 Correlation of teacher - pupil interaction on learning ability
5.23 Correlation of teaching methods with activity, emotionality and sociability
5.24 Correlation of teaching methods with learning ability
Part II
ANOVA - Districts
Part Ill
5.26 Comparison of the scores obtained for home environment in general among districts
5.27 Comparison of the score obtained for school environment in general among districts
5.28 Comparison of the scores obtained for temperament in general among districts
5.29 Comparison of the scores obtained for learning ability among districts
5.30 Pattern of influence of home and school environment on activity
5.31 Pattern of influence of home and school environment on emotionality
5.32 Pattern of influence of home and school environment with sociability
5.33 Pattern of influence of home and school environment with learning ability
6 Summary and conclusion
6.1 The problem for investigation
6.2 Objectives
6.2.1 To find out the influence of home environment in the areas of
6.2.2 To find out the influence of school environment in the areas of
6.3 Hypotheses
6.3.1 The home environment will influence the preschool children with regurd to
6.3.1.1 Exposure to objects and media will influence the preschool children with regard to
6.3.1.2 Verbal interaction will influence the preschool children with regard
6.3.1.3 Psychological interaction between the parents and children will influence the preschool children with regard to
6.3.2 The school environment will influence thepreschool children with regard to
6.3.1.4 The time spent (quantitatively) together with parents and children will influence the preschool children with regard to
6.3.1.5 The time spent (qualitative) together with parents and children will influence the preschool children with regard to
6.3.2.1 Availability of equipment in the school will influence the preschool children with regard to
6.3.2.2 The time allotment for individual activities will influence the preschool children with regard to
6.3.2.3 The time allotment for group activities will influence thepreschool children with regard to
6.3.2.4 Teacher - pupil interaction will influence the preschool children with regard to
6.3.2.5 Teaching methods will influence the preschool children with regard to
6.3.3 There will be significant difference among preschool children between Trivandrum, Kozhikode and Thirssur districts with regard to
6.4 Definition of concepts
6.4.1 Environmental stimulation
6.4.2 Temperament
6.4.3 Learning ability
6.4.4 Preschool children
6.5 Sample
6.6 Tools
6.7 Collection of data
6.8 Treatment of data
6.9 Results
6.9.1 There is a correlation between home environment in general with the following factors
6.9.1.1 The correlation values obtainedfor exposure to objects and media with
6.9.2 There is a correlation between school environment in general with the following factors
6.9.1.2 The correlation values obtained for verbal interaction with
6.9.1.3 The correlation values obtained for psychological interaction with
6.9.1.4 The correlation values obtained for time spent (quantitative) with
6.9.1.5 The correlation values obtained for time spent (qualitative) with
6.9.2.1 The correlation values obtained for availability of equipment with
6.9.2.2 The correlation values obtained for individual activities with
6.9.2.3 The correlation values obtained for time allotment for group activities with
6.9.2.4 The correlation values obtained for teaching methods with
6.10 Conclusion
6.11 Problems and limitations
6.12 Suggestions for further research
6.13 Implications of the study
BIBILIOGRAPHY
APPENDICES