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TITLE
DEDICATION
CERTIFICATE
DECLARATION
ACKNOWLEDGEMENT
CONTENTS
List of Tables
List of Figures
ABSTRACT
1. Introduction
1.1 Background of the problem
1.2 The present study-A preview
1.3 Scope
1.4 Aim of the study
1.5 Objectives of the study
1.6 The areas of the study-The concepts defined
1.6.1 Psycho-social development
1.6.2 Pre-school children
1.6.3 Tribal pre-school children
1.6.4 Rural pre-school children
1.6.5 Urban pre-school children
1.7 Hypotheses
2. Review of Literature
2.1 The tribes
2.1.1 Definitions
2.1.2 Tribals in India
2.1.3 Tribals in Kerala
Table 2.1. District-wise population of scheduled tribes in Kerala (1991 Census)
2.1.4 Characteristics of tribal life in comparison with that of rural and urban life
(a) Characteristics of tribal life
Fig. 2.1. Kurichiyans from Wayanad District
Fig. 2.2. Paniyans from Kalpatta
Fig. 2.3. Paniyans from Thirunelli
Fig. 2.4. Palliyan family from Kumily
Fig. 2.5. Kanikkar Tribes from Thiruvananthapuram District
(b) Characteristics of rural life
Fig. 2.6. The rural family
2.1.5 Welfare programmes for the tribals
Fig. 2.7. An urban family
(a) Tribal welfare programmes in India
(b) Tribal wffire programmes in Kerala
c) Child welfare programmes
2.2 Pre-school children
2.2.1 Importance of pre-school years
Table 2.2. Population of children (0-6 years) in the three proposed districts of Kerala (1991 Census)
2.2.2 Tribal pre-school children in comparison with their rural and urban peers
(a) Tribal pre-school children
Fig. 2.8. Tribal pre-school children
(b) Rural pre-school children
Fig. 2.9. Rural pre-school children
(c) Urban pre-school children
2.3 Psycho-social development of pre-school children in relation to the present study
Fig. 2.10. Urban pre-school children
2.3.1 Intellectual development
(a) Definitions
(b) Aspects of intelligence
(c) Theories of intellectual development
(d) Intellectual development during pre-school years
(e) Intellectual development of tribal pre-school children in comparison with that of their rural and urban peers
(f) Factors Influencing the Intellectual Development of Pre-school Children
(g) Gender difference in intellectual development
(h) Evaluation of the literature and the position of the present study
2.3.2 Social development
(a) Definitions
(b) Aspects of social development
(c) Theories of social development
(d) Social development during pre-school years
(e) Social development of tribal pre-school children in comparison with that of their rural and urban peers
(f) Factors influencing social development
(g) Gender difference in social development
(h) Evaluation of the literature and the position of the present study
2.3.3 Temperament or behavioural profile
(a) Definitions
(b) Dimensions or aspects of temperament
(c) Theories of temperament
(d) Temperament or behavioural profile during pre-school years and the stability of temperament
(e) Temperament or Behavioural profile of tribal pre-school children in comparison with that of their rural and urban peers
(f) Factors influencing the temperament
(g) Gender difference in temperament
(h) Evaluation of the literature and the position of the present study
2.3.4 Achievement
(a) Definitions
(b) Aspects of achievement
(c) Achievement during pre-school years
(d) Achievement of tribal pre-school children in comparison with that of their rural and urban peers
(e) Factors influencing achievement
(f) Gender difference in achievement
(g) Evaluation of the literature and the position of the present study
2.4 The present study-Its relevance
3. Methods of Investigation
3.1 Research design
3.2 Type of the study
3.3 Sample
3.4 Sampling procedure
3.5 Tools used in the study
Table 3.1. District-wise selection pattern of sample
3.5.1 General information
3.5.2 Bignet-Kamath intelligence scale
(a) Description
(b) Scoring
3.5.3 Observation schedule to measure social development
(a) Selection of the test items
b) Preliminary test
c) Description of the final schedule
(d) Scoring
3.5.4 Parent questionnaire to measure the temperament or behavioural profile
(a) Description of the tool
(b) Scoring
3.5.5 Achievement test
(a) Selection of the test items
(b) Preliminary test
(c) Final test
(d) Description of the test materials
Fig. 3.1. Materials for practical life skills
Fig. 3.2. Materials for sensory skills
Fig. 3.3. Materials for language skills
Fig. 3.4. Materials for arithmetic skills
(e) Description of the test
Fig. 3.5. Learning of prescribed psycho-motor skills by the pre-school children: (a) Practical life skills, (b) sensory skills, (c) language skills, and (d) arithmetic skills
3.6 Pilot study
3.7 Main study
Table 3.2. Reliability coefficients
3.8 Treatment of the data
4. Results
4.1 Intellectual development
4.1.1 Intellectual development of tribal pre-school boys and girls in comparison with that of their rural and urban peers
Table 4.1. Variation in the intellectual development of tribal, rural and urban pre-school boys and girls
Fig. 4.1 Intellectual development of tribal, rural and urban pre-school children
4.2 Social development
Fig. 4.2 Overall gender difference in the areas of psycho-social development
4.2.1 Analysis of overall social development
(a) Social development of tribal pre-school boys and girls in comparison with that of their rural and urban peers
Table 4.2. Variation in the social development of tribal, rural and urban pre-school boys and girls
(b) Inter-group differences in the social development of pre-school children
Table 4.3. Inter-group variations in the social development of pre-school children
(c) Group-wise gender difference in the social development of pre-school children
Table 4.4 Gender difference in the social development of tribal, rural and urban pre-school children
Fig. 4.3. Social development of tribal, rural and urban pre-school children
Fig. 4.4. Sex difference in the social development of pre-school children
4.2.2 Analysis of the sub areas of social development
(a) Sociability
Table 4.5. Variation in the sociability of tribal, rural and urban pre-school boys and girls
Fig. 4.5 Overall gender difference shown by the pre-school children in the sub areas of social development
Table 4.6. Inter-group variations in the sociability of pre-school children
Fig. 4.6. Sociability of tribal, rural and urban pre-school children
Table 4.7. Gender difference in the sociability of tribal, rural and urban pre-school children
(b) Autonomy
Fig. 4.7. Sex difference in the sociability of pre-school children
Table 4.8. Variation in the autonomy of tribal, rural and urban pre-school boys and girls
Table 4.9. Inter-group variations in the autonomy of pre-school children
Fig. 4.8. Autonomy of tribal, rural and urban pre-school children
(c) Initiative
Table 4.10. Variation in the initiative of tribal, rural and urban pre-school boys and girls.
Fig. 4.9. The initiative of tribal, rural and urban pre-school children
Table 4.11. Gender difference in the initiative of tribal, rural and urban pre-school children
(d) Adjustability
Fig. 4.10. Gender difference in the initiative of pre-school children
Table 4.12. Variation in the adjustability of tribal, rural and urban pre-school boys and girls
Table 4.13. Inter-group variations in the adjustability of pre-school children
Fig. 4.11. Adjustability of the tribal, rural and urban pre-school children
Table 4.14. Gender difference in the adjustability of tribal, rural and urban pre-school children
Fig. 4.12. Sex difference in the adjustability of pre-school children
(e) Responsibility
Table 4.15. Variation in the responsibility of tribal, rural and urban pre-school boys and girls
Fig. 4.13. Responsibility of tribal, rural and urban pre-school children
Table 4.16. Gender difference in the responsibility of tribal, rural and urban pre-school children
Fig. 4.14. Gender difference in the responsibility of pre-school children
4.2.3 Summary
(a) Social development of Tribal pre-school children in comparison with that of their rural and urban peers
Fig. 4.15. The mean scores secured by the tribal, rural and urban pre-school children in the sub areas of social development
(b) Gender difference in the social development of pre-school children
Fig. 4.16. Gender difference shown by the tribal pre-school children in the sub areas of social development
Fig. 4.17. Gender difference shown by the rural pre-school children in the sub areas of social development
Fig. 4.18. Gender difference shown by the urban pre-school children in the sub areas of social development
4.3 Temperament or behavioural profile
4.3.1 Intensity of reaction
(a) Intensity of reaction of the tribal pre-school boys and girls in comparison with that of their rural and urban peers
Table 4.17. Variation in the Intensity of reaction of tribal, rural and urban pre-school boys and girls
Fig. 4.19. Intensity of reaction of the tribal, rural and urban pre-school children
4.3.2 Reaction pattern
(a) Reaction pattern of the tribal pre-school boys and girls in comparison with that of their rural and urban peers
Table 4.18. Variation in the Reaction pattern of tribal, rural and urban pre-school boys and girls
Fig. 4.20. Reaction pattern of the tribal, rural and urban pre-school children.
4.3.3 Summary
Fig. 4.21. Intensity of reaction and reaction pattern of tribal, rural and urban pre-school children.
4.4 Achievement
Fig. 4.22. Gender difference in the intensity of reaction and the reaction pattern of pre-school children
4.4.1 Analysis of achievement in general
(a) Achievement of tribal pre-school boys and girls in comparison with that of their rural and urban peers
Table 4.19. Variation in the achievement of tribal, rural and urban pre-school boys and girls
(b) Inter-group differences in the achievement of pre-school children
Table 4.20. Inter-group variations in the achievement of pre-school children
4.4.2 Analysis of the sub areas of achievement
Fig. 4.23. Achievement of the tribal, rural and urban pre-school children.
(a) Practical life skills
Table 4.21. Variation in the practical life skills of tribal, rural and urban pre-school boys and girls
Fig. 4.24. Practical life skills of the tribal, rural and urban pre-school children
Fig. 4.25. Overall gender difference shown by the pre-school children in the sub areas of achievement
Table 4.22. Gender difference in the practical life skills of tribal rural and urban pre-school children
Fig. 4.26. Gender difference in the practical life skills of the pre-school children
(b) Sensory skills
Table 4.23. Variation in the sensory skills of tribal, rural and urban pre-school boys and girls
Table 4.24. Inter-group variations in the sensory skills of pre-school children.
Fig. 4.27. Sensory skills of the tribal, rural and urban pre-school children
Table 4.25. Gender difference in the sensory skills of tribal, rural and urban pre-school children
Fig. 4.28. Gender difference in the sensory skills of pre-school children
(c) Language skills
Table 4.26. Variation in the language skills of tribal, rural and urban pre-school boys and girls
Table 4.27. Inter-group variations in the language skills of pre-school children
Fig. 4.29. Language skills of tribal, rural and urban pre-school children
(d) Arithmetic skills
Table 4.28. Variation in the arithmetic skills of tribal, rural and urban pre-school boys and girls
Table 4.29. Inter-group variations in the arithmetic skills of pre-school children
4.4.3 Summary
(a) Achievement of tribal pre-school children in comparison with that of their rural and urban peers
Fig. 4.30. Arithmetic skills of tribal, rural and urban pre-school children
(b) Gender difference in the achievement of pre-school children
Fig. 4.31. Differences shown by the tribal, rural and urban pre-school children in the sub areas of achievement
Fig. 4.32. Gender difference shown by the tribal children in the sub areas of achievement.
Fig. 4.33. Gender difference shown by the rural children in the sub areas of achievement.
Fig. 4.34. Gender difference shown by the urban children in the sub areas of achievement.
5. Discussion
5.1 Intellectual development
5.1.1 Intellectual development of tribal pre-school children in comparison with that of their rural and urban peers
5.1.2 Gender difference in the intellectual development of pre-school children
5.2 Social development
5.2.1 Overall social development
(a) Social development of tribal pre-school children in comparison with that of their rural and urban peers
(b) Gender difference in the social development of pre-school children
5.2.2 Sub areas of social development
(a) Sociability
(b) Autonomy
(c) Initiative
(d) Adjustability
(e) Responsibility
5.3 Temperament of behavioural profile
5.3.1 Temperament (Intensity of reaction and the Reaction pattern) of tribal pre-school children in comparison with that of their rural and urban peers
5.3.2 Gender difference in the Intensity of reaction and Reaction pattern of pre-school children
5.4 Achievement
5.4.1 Achievement in general
(a) Achievement of tribal pre-school children in comparison with that of their rural and urban peers
(b) Gender difference in the achievement of pre-school children
5.4.2 Sub areas of achievement
(a) Practical life skills
(b) Sensory skills
(c) Language skills
(d) Arithmetic skills
6. Summary and Conclusions
6.1 Aim of the study
6.2 Objectives of the study
6.3 Definition of concepts
6.3.1 Psycho-social development
6.3.2 Preschool children
6.3.3 Tribal preschool children
6.3.4 Rural pre.school children
6.3.5 Urban Preschool children
6.4 Hypotheses
6.5 Sample
6.6 Tools
6.7 Collection of data
6.8 Treatmert of the data
6.9 Results
6.10 Conclusions
6.11 Additional findings
6.12 Problems and limitations
6.13 Suggestions for further research
6.14 Implications of the study
BIBILIOGRAPHY
APPENDICES
APPENDIX I GENERAL INFORMATION SHEET
APPENDIX II BINET-KAMATH TEST FOR GENERAL MENTAL ABILITY
APPENDIX III OBSERVATION SCHEDULE TO SOCIAL DEVELOPMENT
APPENDIX IV SCORING PATTERN FOR THE OBSERVATION SCHEDULE TO ASSESS SOCIAL DEVELOPMENT
APPENDIX V PARENT QUESTIONNAIRE
APPENDIX VI SCORING PATTERN FOR THE PARENT QUESTIONNAIRE
APPENDIX VIl ACHIEVEMENT TEST SCORING FORM