Online Thesis Search Results

TITLE
CERTIFICATE
DECLARATION
ACKNOWLEDGEMENT
CONTENTS
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES
1. INTRODUCTION
1.1 Background of the problem
1.2 Scope of the present study
1.3 Aim of the present study
1.4 Objectives of the present study
1.5 Definition of concepts used in the present study
1.5.1 Playschool
1.5.2 Behavioural profile
1.5.3 Creativity
1.5.4 Problem solving ability
1.5.5 Social cognition
1.5.6 Preschoolers
1.5.7 Socio-economic status
1.6 Hypotheses formulated for the present study
1.6.a Primary hypotheses
1.6.b Secondary hypotheses
2. REVIEW OF RELATED LITERATURE
2.1 Play
2.1.1 Definitions
2.1.2 Values of play
2.1.3 Gender and play
2.1.4 Are todays children suffering from play deprivation?
2.1.5 Need for play and playschools
2.1.6 Playschools
2.1.7 Evaluation of literature and position of the present study
2.2 Behavioural Profile or Temperament
2.2.1 Definitions
2.2.2 Dimensions / Aspects of temperament
2.2.3 The models of temperament
Table 2.1 Models of temperament as given by Thomas and Chess (1971) and Rothbart and Derryberry (1981)
2.2.4 Theories of temperament
2.2.4.1 Psychoanalytic theory of Freud
2.2.4.2 Buss and Plomins theory (1975)
2.2.4.3 Thomas and Chess theory (1977)
2.2.4.4 Rothbart and Derryberrys theory (1982)
2.2.5 Internal structure of temperament
2.2.6 Individual differences in children
2.2.7 Behavioural profile or temperamental characteristics as predictors of behaviour
2.2.8 Stability of temperament
2.2.9 Temperament / behavioural profile during preschool years
2.2.10 Factors affecting behavioural profile
2.2.10.1 Influence of environment
2.2.10.2 Effect of age
2.2.10.3 Sex and class difference
2.2.10.4 Family influence
2.2.11 Effects of temperament on adjustment
2.2.12 Impact of play on behaviour profile/ temperament
2.2.13 Evaluation of literature and position of the present study
2.3 Creativity
2.3.1 Definitions
2.3.2 The creative process
2.3.3 Creativity in preschoolers
2.3.4 Factors influencing creativity
2.3.4.1 Factors enhancing creativity
2.3.4.2 Factors that hinder creativity
2.3.4.3 Other factors associated with creativity
2.3.5 Correlates of creativity
2.3.5.1 Creativity and intelligence
2.3.5.2 Creativity and sex difference
2.3.5.3 Creativity and socio-economic status
2.3.5.4 Creativity and genetic factors
2.3.5.5 Creativity and play
2.3.5.6 Creativity and problem solving
2.3.6 Developmental theory of creativity
2.3.6.1 Structural theory of Meyer (1983)
2.3.6.2 Theories of creativity as reported by Aggarwal (1995)
2.3.6.3 Other theoretical perspectives
2.3.7 Evaluation of literature and position of the present study
2.4 Problem solving
2.4.1 Definitions
2.4.2 Problem solving process
2.4.2.1 Concept formation
2.4.2.2 Generalisation
2.4.3 The components of a problem
2.4.4 Stages of problem solving
2.4.5 Problem solving strategies
2.4.6 Theories of problem solving
2.4.6.1 Gestalt theory
2.4.6.2 Information processing theory
2.4.6.3 Learning theory
2.4.7 Factors affecting problem solving
2.4.7.1 Cognitive factors
2.4.7.2 Age, sex and socio-economic status
2.4.7.3 Emotional factors
2.4.7.4 Creative thinking
2.4.8 Factors that interfere with effective problem solving
1. Lack of necessary experience / information
2. Functional fixedness: prior Vs present solutions
3. Mental set
4. Problem in selecting the right operators
2.4.9 How to foster problem solving abilities?
2.4.10 Problem solving abilities of preschoolers
2.4.11 Play and problem solving
2.4.12 Evaluation of literature and position of the present study
2.5 Social cognition
2.5.1 Definitions
2.5.2 Development of social cognition
2.5.3 The importance of social cognition
2.5.4 Social and non-social cognition
2.5.5 Models of social cognitive development
2.5.6 How social information is processed?
2.5.7 Basic aspects of social thought
2.5.7.1 The false consensus effect
2.5.7.2 Automatic vigilance
2.5.7.3 Motivated scepticism
2.5.7.4 Counterfactual thinking
2.5.8 Aspects of social cognition
2.5.8.1 Self-recognition
2.5.8.2 Conception of self
2.5.8.3 Conception of others
2.5.8.4 Social cognition as social inference
2.5.8.5 Role taking
2.5.9 Young childs theory of mind
2.5.10 Social cognition of preschoolers
2.5.11 Factors influencing the development of social concept
2.5.12 Play and social cognition
2.5.13 Evaluation of literature and position of the present study
2.6 Preschoolers
2.6.1 Definitions
2.6.2 Importance of preschool years
2.6.3 Causes of the difference between children in different child care environments
2.6.3.1 Difference in the amount of attention and stimulation
2.6.3.2 Difference in the kind of attention and stimulation
2.6.3.2.a Peers
2.6.3.2.b Caregivers
2.6.3.2.c Physical equipment and materials
2.6.3.2d Programme and curriculum
2.6.3.3 Difference in quality of stimulation
2.6.3.4 Pre-existing differences in children and families
2.6.4 Evaluation of literature and position of the present study
3. METHODS OF INVESTIGATION
3.1 Nature of study
3.2 Design of study
3.2.1 The sample
Table 3.1 Distribution of the sample
3.2.2 The tools
3.2.3 Description of tools
3.2.3.1 To assess behavioural profile
3.2.3.1.a Scorirrg pattern
Table 3.2 Categorisation of the nine dimensions of behavioural profile done by lndulekha (1977)
3.2.3.2 To assess creativity
3.2.3.2.i Test development
3.2.3.2.a Verbal tests of creativity
3.2.3.2.b Non-verbal tests of creativity
3.2.3.3 Test to assess problem solving ability
3.2.3.3.i Test development
3.2.3.3.a Memory test
3.2.3.3.b Test to measure the physical concept of the human body
3.2.3.3.c Test to measure the concept of shape Using shape sorter
3.2.3.3.d Test using puzzle
3.2.3.4. Test development for social cognition
3.2.3.4.a Preliminary processing
3.2.3.4.b Scoring pattern
3.2.3.4.c Secondary processing
32.3.4.d Reshaped test for social cognition
3.2.3.5 General questionnaire
3.2.3.6 Observation schedule for collecting information regarding playschools
3.2.4 Pilot study
Table 3.3 Reliability coefficients
3.2.5 Data collection procedure
3.2.6 Statistical technique
4. RESULTS
4.1 Section - 1 Comparative analysis of the data
Table 4.1 Comparison of the socio-economic status of preschoolers
Table 4.2 Comparison of the scores obtained for behavioural profile -the nine dimensions and two categories - for preschoolers who had attended and those who had not attended playschool
Fig. 4.1 Comparison of the behavioural profile of preschoolers
Fig. 4.2 Comparison of the two categories of behavioural profile of preschoolers
Table 4.3 Comparison of the scores obtained for behavioural profile the nine dimensions and two categories - for preschool boys who had attended and those who had not attended playschool
Table 4.4 Comparison of the scores obtained for behavioural profile - the nine dimensions and two categories - for preschool girls who had attended and those who had not attended playschool
Table 4.5 Comparison of the scores obtained for creativity tests for preschoolers who had attended and those who had not attended playschool
Fig. 4.3 Comparison of the creativity of preschoolers
Table 4.6 Comparison of the scores obtained for creativity tests for preschool boys who had attended and those who had not attended playschool
Table 4.7 Comparison of the scores obtained for creativity tests for preschool girls who had attended and those who had not attended playschool
Table 4.8 Comparison of the scores obtained for problem solving ability tests for preschoolers who had attended and those who had not attended playschool
Fig. 4.4 Comparison of the problem solving ability of preschoolers
Table 4.9 Comparison of the scores obtained for problem solving ability tests for preschool boys who had attended and those who had not attended playschool
Table 4.10 Comparison of the scores obtained for problem solving ability tests for preschool girls who had attended and those who had not attended playschool
Table 4.11 Comparison of the scores obtained for social cognition for preschoolers who had attended and those who had not attended playschool
Fig. 4.5 Comparison of the social cognition of preschoolers
Table 4.12 Comparison of the scores obtained for social cognition for preschool boys who had attended and those who had not attended playschool
Table 4.13 Comparison of the scores obtained for social cognition for preschool girls who had attended and those who had not attended playschool
Table 4.14 Comparison of the influence of playschool environment on preschoolers based on the t values obtained
Fig. 4.6 Comparison of impact of study variables on playschool environment
Table 4.15 Comparison of the scores obtained for behavioural profile - the nine dimensions and two categories - for boys and girls in general
Fig. 4.7 Effect of gender on behavioural profile
Fig. 4.8 Effect of gender on two categories of behavioural profile
Table 4.16 Comparison of the scores obtained for creativity tests for preschool boys and girls in general
Fig. 4.9 Effect of gender on creativity
Table 4.17 Comparison of the scores obtained for problem solving ability for preschool boys and girls in general
Table 4.18 Comparison of the scores obtained for social cognition for preschool boys and girls in general
Fig. 4.10 Effect of gender on problem solving ability
Fig. 4.11 Effect of gender on social cognition
4.2 Section - 2 Multiple regression analysis of the data
4.2.1 Behavioural profile
4.2.1.a Reaction pattern
Table 4.19 ANOVA (Preschoolers who had attended playschool)
Table 4.20 ANOVA (Preschoolers who had not attended playschool)
Table 4.21 ANOVA (Preschool Boys)
Table 4.22 ANOVA (Preschool Girls)
Table 4.23 ANOVA (Preschoolers on the whole)
Fig. 4.12 Pattern of the influence of each aspect to the total score for reaction pattern for the different study groups
4.2.1.b Intensity of reaction
Table 4.24 ANOVA (Preschoolers who had attended playschool)
Table 4.25 ANOVA (Preschoolers who had not attended playschool)
Table 4.26 ANOVA (Preschool boys)
Table 4.27 ANOVA (Preschool girls)
Table 4.28 ANOVA (Preschoolers on the whole)
Fig. 4.13 Pattern of influence of each aspect to the total score for intensity of reaction for the different study groups
4.2.2 Creativity
4.2.2.a Verbal creativity
Table 4.29 ANOVA (Preschoolers who had attended playschool)
Table 4.30 ANOVA (Preschoolers who had not attended playschool)
Table 4.31 ANOVA (Preschool boys)
Table 4.32 ANOVA (Preschool girls)
Table 4.33 ANOVA (Preschoolers on the whole)
Fig. 4.14 Pattern of the influence of each tested aspect to the total score for verbal creativity for the different study groups
4.2.2.b Non-verbal creativity
Table 4.34 ANOVA (Preschoolers who had attended playschool)
Table 4.35 ANOVA (Preschoolers who had not attended playschool)
Table 4.36 ANOVA (Preschool boys)
Table 4.37 ANOVA (Preschool girls)
Table 4.38 ANOVA (Preschoolers on the whole)
Fig. 4.15 Pattern of the influence of each tested aspect to the total score for non-verbal creativity for the different study groups
4.2.3 Problem solving
Table 4. 39 ANOVA (Preschoolers who had attended playschool)
Table 4.40 ANOVA (Preschoolers who had not attended playschool)
Table 4.41 ANOVA (Preschool boys)
Table 4.42 ANOVA (Preschool girls)
Table 4.43 ANOVA (Preschoolers on the whole)
Fig. 4.16 Pattern of the influence of each aspect to the total score for problem solving ability for the different study groups
4.2.4 Social cognition
Table 4.44.ANOVA (Preschoolers who had attended playschool)
Table 4.45 ANOVA (Preschoolers who had not attended playschool)
Table 4.46 ANOVA (Preschool boys)
Table 4.47 ANOVA (Preschool girls)
Table 4.48 ANOVA (Preschoolers on the whole)
Fig. 4.17 Pattern of the influence of each aspect to the total score for social cognition for the different study groups
4.3 Section - 3 Correlation analysis of the data
Table 4.49 Interrelationship among the study variables
Table 4.50 Interrelationship of the different aspects of reaction pattern
Fig. 4.18 Flow chart depicting the interrelationship among the study variables
Table 4.51 Interrelationship of the different aspects of intensity of reaction
Table 4.52 Interrelationship of the different tested aspects of verbal creativity.
Table 4.53 Interrelationship of the different tested aspects of non-verbal creativity
Table: 4.54 Interrelationship of the different aspects of problem solving ability
Table: 4.55 Interrelationship of the different tested aspects of social cognition
5. DISCUSSION
Section 1: Comparative analysis of the data
5.1 Comparison of the socio-economic status
Section 2: Effect of playschool environment on study variables
5.2 Comparison based on the scores obtained for behavioural profile - nine dimensions and two categories for preschoolers in general, preschool boys and preschool girls who had attended and those who had not attended playschool
1. Rhythmicity
2. Adaptability
3. Approach withdrawal
4. Quality of mood
5. Attention span and persistence
6. Distractibility
7. Activity level
8. Threshold of responsiveness
9. Vigour of reaction
10. Discussion based on the two categories
5.3 Comparison based on the scores obtained for creativity tests for preschoolers in general, preschool boys and preschool girls who had attended and those who had not attended playschool
5.4 Comparison based on the scores obtained for problem solving ability for preschoolers in general, preschool boys and preschool girls who had attended and those who had not attended playschool
5.5 Comparison based on the scores obtained for social cognition for preschoolers in general, preschool boys and preschool girls who had attended and those who had not attended playschool
5.6 Comparison of the influence of playschool environment on the study variables based on the t values obtained
Section 3: Effect of gender on study variables
5.7 Comparison of behavioural profile based on gender
5.8 Comparison of creativity based on gender
5.9 Comparison of problem solving ability based on gender
5.10 Comparison of social cognition based on gender
Section 4: Contribution of each aspect within the study variable with regard to the total score for each study variable
5.11 Pattern of influence of different aspects within each study variable on its total score
1. Behavioural profile
1a. Renction pattern
1.b Intensity of reaction
2. Creativity
3. Problem solving ability
4. Social cognition
Section 5: Relationship between study variables
5.12 Interrelationship among the study variables
5.13 Interrelationship of the different aspects with in each study variable
Section 6: Results obtained on descriptive analysis of the data
5.14 Findings of the present study
Fig. 4.19 Flow chart depicting the differential ecological background of preschoolers who had attended and those who had not attended playschool
5.15 Other relevant findings
6. SUMMARY AND CONCLUSIONS
6.1 The problem for investigation
6.2 Objectives
6.3 Hypotheses
6.4 Definition of concepts
6.4.1 Playschool
6.4.2 Behavioural profile
6.4.3 Creativity
6.4.4 Problem solving ability
6.4.5 Social cognition
6.4.6 Preschoolers
6.4.7 Socio-economic status
6.5 Sample
6.6 Tools
6.7 Collection of data
6.8 Treatment of data
6.9 Results
Section 6.9.1: Comparative analysis of the data
Section 6.9.2: Multiple regression analysis of the data
Section 6.9.3: Correlation analysis of the data
Section 6.9.4: Descriptive analysis of the data
6.10 Conclusion
6.11 Problems and limitations
6.12 Suggestions for further research
6.13 Implications of the study
BIBLIOGRAPHY
APPENDIX - I Parent Questionnaire
APPENDIX - II Tests to assess non-verbal creativity
APPENDIX - III Test to measure problem solving ability
APPENDIX - IV Test for social cognition
APPENDIX - V A. Questionnaire to elicit general information regarding children
B. Socio - economic status scale based on Srivastava (1978)
APPENDIX -VI Observation schedule for collecting information regarding the provisions and facilities available in playschools