Research Abstracts on Human Developmentnipccd.nic.in/reports/rahd.pdf · Research Abstracts on Human Development 1998 – 2009 2010 Documentation Centre for Women and Children National

Research Abstracts on Human Development

1998 – 2009

2010

Documentation Centre for Women and Children

National Institute of Public Cooperation and Child Development

5, Siri Institutional Area, Hauz Khas, New Delhi – 110016

Number of Copies: 100

Copyright: National Institute of Public Cooperation and Child Development, 2010

Project Team

Guidance and Support : Dr. Sulochana Vasudevan

Project In-Charge : Meenakshi Sood

Abstracting : Dr. Prekshi

Computer Assistance : Pawan Kumar

Foreword

Research on women and children reveals that there are several areas which require the

attention of planners and programme implementers. Policy decisions based on research

findings are rooted in ground reality, and therefore have the capacity to bring about

tangible improvement in the situation, whether it is with regard to nutritional status, health

practices, income generation, domestic violence or rights of women and children. Research

on social issues in India is being conducted by a plethora of organisations, namely research

institutes, government ministries and departments, autonomous organisations, home science

colleges, social work departments of universities, medical colleges, international and national

voluntary organisations. As research is a vital input for development, planners,

administrators and researchers are on the look out for social factors which have the

potential to impact the outcomes of various government programmes. With this aim in view,

the Documentation Centre for Women and Children (DCWC) of the Institute is engaged in

the process of collecting and documenting valuable research in the areas of women and

children. DCWC collects research findings from many widely scattered sources for the use

of researchers. Hence this project was undertaken to bring out compilations of research

abstracts on various aspects related to women and children for the benefit of users.

“Research Abstracts on Human Development, 1998-2009” has been compiled to present

widely scattered research in a compact form, and assist in making encapsulated information

and recommendations of research available to planners, programme implementers and

researchers. Research studies conducted by various organisations during the period 1998

to 2009 have been summarised under various titles like adolescents, behaviour problems,

child care and infant rearing practices, crèches, early childhood care and education, family

relationships, gifted child, physical growth and language development, mental health,

parenting and sibling care, etc.

It is hoped that this document would be of immense value to all stakeholders working for

the survival, development and empowerment of women and children. It would not have been

possible to bring out this document without the cooperation of various organisations who

have very kindly shared their research studies with NIPCCD. I wish to place on record my

appreciation of the efforts put in by the staff of DCWC specially Smt. Meenakshi Sood,

Deputy Director and Dr. Sulochana Vasudevan, Joint Director (WD) for overall guidance

and support in completion of this project.

(Dinesh Paul) Director

Contents

S. No. Subjects and Titles Page No.

Adolescents

1. Puberty, sexuality and coping : an analysis of the

experiences of urban adolescent girls. (2003).

- Ranganathan, Namita.

- Psychological Studies.

1

2. Television viewing habits of high school children and some

effect of television exposure. (2002).

- Sunderaj, Victor.

- Journal of Indian Institute of Mass Communication, Communicator.

2

Behaviour Problems/ Counselling

3. Problems of children in different classes in the primary

school. (1999).

- Bose, V.S. and Pramila, V.S.

- Andhra Univ., Dep of Psychology and Parapsychology,

Visakhapatnam.

3

4. Prevalence of behavioral problems in school going children.

(2001).

- Gupta, Indira, et al.

- Indian Journal of Pediatrics.

4

5. Behaviour problems and disciplining among children with

scholastic skills difficulties. (1999).

- Shanta, K, Hirisave, Uma and Reddy, M. V.

- NIMHANS Journal.

5

6. Aggression in children : a study. (2000).

- Tripathi, S.K.

- NIPCCD, Regional Centre Bangalore, Bangalore.

5


Child Care/ Child and Infant Rearing Practices

7. Child rearing and positive deviance in the development of

preschoolers: a micro analysis. (2001).

- Aruna, M.,Vajir Shahnaz and Vidyasagar, P.

- Indian Pediatrics.

7

8. A Study on early child care alternatives adopted by mothers who

work in shifts. (2006).

- Mary Jessai Rani, P.

- Dept. of Social Work, Loyola College, Chennai.

7

9. Social-emotional and personality related infant rearing

practices in rural area. (2003).

- Nandwana, Shobha and Ranga, Shruti.

- Psycho-Lingua.

8

10. Costing child care services : a proposed cost framework and

sample analysis with ICDS as a model in Tamil Nadu. (2001).

- Narasimhan, T.R.L. and Christiana, J. Jayanthi Rani.

- M.S. Swaminathan Research Foundation, Chennai.

10

11. Public financing of early childhood care and development.

(2005).

- Pandey, D. D.

- National Institute of Public Cooperation and Child

Development, New Delhi.

11

12. Development of a media mix package for mothers of new

born babies. (2003).

- Phukan, Minoti, [Guide]

- College of Home Science, Dept. of Child Development

and Family Relations, Assam Agricultural Univ., Jorhat.

12

13. Utsah : the effectiveness initiative (EI) at SEWA child care.

(2003).

- Self Employed Women's Association, Ahmedabad.

13


Crèches/ Day Care Centres/ Schemes

14. An Evaluation study of crèches run under National Creche

Fund (with executive summary). (2004).



15

15. Reclaiming childhood : a case study of child care centers for

the children of salt pan workers. (2000).

- Self Employed Women's Association, Ahmedabad.

16

16. Private sector creches. (2004).

- Shanmugavelayutham, K. and Amarnatha, A.

- Tamil Nadu Forum for Creches and Child Care

Services, Chennai.

17

17. The Grants for scheme of assistance for creches for

children of working and ailing mothers: a process document

of advocacy for revising. (2006).

- Shanmugavelayutham, K.

- Forum for Creches and Child Care Services Tamil

Nadu, Chennai .

18

Early Childhood Care and Education

18. Early childhood development and environment : a study.

(1996).

- Indian Council for Child Welfare Tamil Nadu, Chennai.

20

19. Early childhood education in the Eleventh Five Year Plan

(2007-2012) : Sub-Group Report. (2007).

- India, Ministry of Women and Child Development,

New Delhi.

21

20. Quality matters : understanding the relationship between

quality of early childhood education and learning

competencies of children. (2000).

- M. S. Swaminathan Research Foundation, Chennai.

22


21. Contrary currents in early childhood education. (2005).

- Pandey, D. D.



23

22. A study on early childhood care and education (ECCE) with

special reference to awareness and practices among mothers

and teachers. (1996)

- Ratna, Kumari.

- Osmania University, Faculty of Education, Hyderabad.

25

23. Scale to measure the quality of Early Childhood Care and

Education Programmes (ECCE) in the city of Mumbai. (2000).

- Sonawat, Reeta and Porichha, Tapaswini. - Perspectives in Social Work.

25

Family Relationships/ Values

24. Intimacy and self-disclosure : important dimensions of social

relationship among urban youth. (2003).

- Batheja, Ina.

- Lady Irwin College, Deptt. of Child Development,

New Delhi.

27

25. Development of values in late childhood : a view from Hindu

Rajasthani families. (2004).

- Sharma, Divya.

- MS Univ., Faculty of Home Science, Deptt. of Human

Development and Family Studies, Vadodara.

28

Gifted Child

26. Impact of an enrichment programme to foster creativity

among academically gifted elementary school children.

(1989).

- Srivastava, Sushila.

- JBAS Women's College, Deptt. of PG Studies and

Research in Home Science, Chennai.

30


Human Development/ Physical Growth/ Language

Development

27. A cross sectional study of psycho-social development of

children : a report. (2001).

- Abrol, Usha, et al.

- NIPCCD, Bangalore.

31

28. Effects of massage and use of oil on growth, blood flow and

sleep pattern in infants. (2000).

- Agarwal, K. N., et al.

- Indian Journal of Medical Research.

32

29. Physical growth assessment in adolescence. (2001).

- Agarwal, K.N, et. al.

- Indian Pediatrics.

33

30. Pattern of cognitive development in preschool children.

(2005).

- Alim, Farzana.

- Aligarh Muslim University, Home Science

Department, Aligarh.

33

31. Human development, early childhood care and education and

family studies : compendium of researches vol 5. (2004).

- Bhargava, Shruti, ed.

- MS Univ., Fac of Home Science, Department of

Human Development and Family Studies, Vadodara.

34

32. Sounds to sentences : pathway of language development in

14-28 months infants. (2006).

- Kale, Giteshwari and Bhargava, Shruti.

- Journal of the National Academy of Psychology.

35

33. Physical development of rural adolescents: a cross sectional

study in Andhra Pradesh. (2000). - Mayuri, K. and Madhavilatha, K.

- Man in India.

36


34. Growth and sexual maturation of low birth weight infants at

early adolescence. (2008).

- Chaudhari, Sudha, et al.

KEM Hospital, Department of Pediatrics, Pune.

37

35. Physical growth standards for urban adolescents (10-15

years) from South Gujarat. (2000).

- Thakar, Hirendra G., et al.

- Indian Journal of Community Medicine.

38

Mental Health/ Depression

36. Prevalence of depression among adolescents. (2004).

- Nair, M.K.C., Paul, Mini K. and John, Ramany. - Indian Journal of Pediatrics.

39

37. Post-natal depression and infant human development in low

income countries : a cohort study from Goa, India. (2002).

- Patel, V. De Souza, N and Rodrigues, M.

- Sangath Society for Child Development and Family

Guidance, Alto-Porvorim, Bardez, Goa.

39

38. Growing up with a mentally retarded child : a study of

adolescent siblings. (2000).

- Saxena, Mamta and Sharma, Neeraj. - Journal of Personality and Clinical Studies.

41

Parenting

39. Parent adolescent communication as related to family

satisfaction and marital adjustment. (1995).

- Gulati, Shalu.

- Govt. Home Science College Chandigarh, Deptt. of

Child Development, Chandigarh.

42


40. Children attributes : what parents like and dislike in their

young children ?. (2006).

- Shastri, Jigisha and Mendiratta, Ankita.

- Journal of the National Academy of Psychology.

43

Self Esteem

41. Self esteem and differentials in parental discipline. (2001).

- Katyal, Sudha and Neelam. - Social Welfare.

44

Sibling Care

42. Sibling care : a status report from the slums of Delhi :

bachchon ko sambhalte bachche. (2002).

- FORCES, New Delhi.

45

Research Abstracts on Human Development, 1998 - 2009

1

Research Abstracts on Human Development

Adolescents

Ranganathan, Namita. (2003).

Puberty, sexuality and coping : an analysis of the experiences of urban

adolescent girls. Psychological Studies, 48(1) : 56-63.

Key Words : 1.HUMAN DEVELOPMENT 2.ADOLESCENT GIRLS 3.BODY CHANGES. 4.PUBERTY. 5.GIRL 6.ADOLESCENT 7.SEXUALITY.

Abstract : The present study was undertaken to interpret the experience of

adolescent girls with respect to puberty, emerging sexuality and how they cope with

them. Additional focus has also been given to knowing the "growing-up experiences"

of adolescent girls with respect to social class as a factor. The experiences of girls

belonging to three distinct class backgrounds have thus been analysed. A sample of

120 girls drawn from three different types of schools - an elite public school with a

very high fees structure, a Kendriya Vidyalaya and a Government Girls School run by

Delhi Administration was identified. The girls were selected at random depending

upon their willingness to participate in the research. They were all studying in class

XI and XII with their age ranging between 16-18 years. The study used 'focused

group discussions' which were held in groups of 10 girls each. These discussions

were held in each of the three school to ensure adequate representation of

adolescent girls from different social and cultural background. The findings of this

study have raised some very fundamental but potent issues about 'growing up

female'. It is quite evident that puberty and adolescence were fraught with

internal conflicts, discontinuities and incongruities for growing girls. Further, during

puberty and adolescence, the internalisation of a feminine personality characterized

by traits like being virtuous, obedient, conforming, adaptable and submissive brought

out by gendered socialization leads to the development of learned helplessness,

feeling of dependence, inferiority and acceptance of male supremacy in the growing

girls.

Adolescents


2

Sunderaj, Victor. (2002).

Television viewing habits of high school children and some effect of

television exposure. Communicator : Journal of Indian Institute of Mass Communication, 38(1) : 3-21.

Key Words : 1.HUMAN DEVELOPMENT 2.TELEVISION VIEWING 3.TELEVISION HABITS 4.TELEVISION EXPOSURE 5.HIGH SCHOOL CHILDREN.

Abstract : The present study was undertaken to assess television viewing habits of

high school children and effects of TV exposure on them. A questionnaire that

included five point Likert-type item responses ranging from 1 = very little, to 5 =

very much and four point Likert - type item responses ranging from 1= not all true,

to 4 = very true was administered to collect data. Data was collected during school

hours. Data was collected from a purposive sample of 604 children in Classes VI, IX

and XII in 10 Senior Secondary Schools in Delhi. In every one of these schools, 20

children from each class were selected, a total of 60 children per school. Only boys

or only girls were selected as respondents in schools where both studied. Though

sample size was fixed at 600, four students were the only ones left out while

collecting data from the classes of these 604 children. 40% were from English

medium schools managed by private trusts, 30% were from Hindi medium schools

managed by private trusts, and 30% were from government schools. The overall age

of these students ranged from 9 to 19 years, with a mean of 13.71 years. Boys and

girls constituted 48% and 52% respectively. Those who watch TV for three hours

or more daily were classified as heavy viewers in this study. It was revealed that

television viewing has displaced some sleep as heavy viewers go to bed late on the

days they watch TV. They are not necessarily selective of what they watch, they

hold the remote and keep changing the channels. As heavy viewers watch a lot of

programmes, they are exposed to a lot of violent scenes and since they stay up late

at night, they also watch a lot of adult programmes that exposes them to violent

actions in real life. It was recommended that research is needed and should be done

on the influence of TV on children's understanding of traditional values such as

compassion, tolerance, common good and unity.


3


Bose, V.S. and Pramila, V.S. (1999).

Problems of children in different classes in the primary school.

Visakhapatnam : Andhra Univ., Dep of Psychology and Parapsychology. 14 p.

Key Words : 1.HUMAN DEVELOPMENT 2.BEHAVIOUR PROBLEM. 3.COUNSELLING 4.GUIDANCE 5.SCHOOL COUNSELLING 6.CLASSROOM BEHAVIOUR.

Abstract : The purpose of the study was to examine the nature of behaviour

problems manifested by children at different class levels and to examined sex

differences, if any, in the types of problems at each class level. 837 children (410

girls and 427 boys) between the age of 6-11 years from Classes I - V studying in an

english medium school were the subjects of the study. A behaviour problem

checklist including Attention, Disciplinary, Academic and Emotional problems, etc.

was developed for use by teachers in a class room setting. The average occurrence

of each problem was calculated by dividing the frequency of occurrence by the

sample size. Results revealed that the most prevalent types of problems that were

faced by teachers at the primary school level were those related to attention,

study, discipline and emotional problems. In all classes the highest mean incidence of

problems were disciplinary problems and least observed were emotional problems.

The disciplinary problems observed included stealing, lying, disobedience, etc. The

emotional problems reported included shyness, timidity, withdrawn behaviour,

crying, etc. There did not seem to be significant differences between boys and girls

in the proportion of incidence of any problem in Classes 1 - 5. The incidence of

problems decreased by the third year, except for attention related problems.

There seemed to be a sudden upsurge in problems of all types in Class 4 that may

be attributed to the sudden change in the routine. The change was from that of

having the same teacher for all subjects to having different teachers for each

subject, of having to do more independent work, and having greater demands placed

on the child in the higher classes. It is suggested that to mitigate the problems of

children of 4th class, the class teacher of Standard 3 may provide an orientation to

the child in preparation for Class 4.



4

Gupta, Indira, et al. (2001).

Prevalence of behavioral problems in school going children. Indian Journal of Pediatrics, 68(4) : 323-26.

Key Words: 1.HUMAN DEVELOPMENT 2.BEHAVIOUR PROBLEM 3.SCHOOL CHILDREN.

Abstract: A large number of children suffer from behavioural problems at one time

or the other during their growing up years. The present study was conducted on

957 school children aged 9-11 years from an urban area of Ludhiana, India to assess

the prevalence of behavioural problems. The study was conducted in two stages. In

the first stage, a screening instrument Rutter B Scale was used to detect common

emotional, conduct and behavioural problems in children. The responses were scored

as 2,1, and 0 respectively. 141 children scored more than 9 points and were included

in the second phase of the study. Equal number of sex matched children scoring less

than 9 points served as controls. Both the groups along with their parents were

interviewed by a child psychiatrist. Only 117 and 124 children turned up and were

included in the analysis. Based on the screening instrument results and parents'

interviews, 45.6% of the children were estimated to have behavioural problems, of

whom 36.5% had significant problems. Conduct disorders (5.4%), Hyperkinetic

syndrome (12.9%), scholastic under-achievement (17%), and enuresis (20.3%) were

detected to be the main behaviour problems in children. Scholastic under-

achievement was found to be associated with maximum problems. It was

recommended that physicians should pay special attention to any such children

brought to them. An interview with parents can help to uncover many hidden

problems and physical examination helps to bring out other medical causes like

aneamia, which could have bearing on learning. Health education and counseling of

parents especially fathers should be made available. Close co-operation between

school teachers, parents, and health care providers is suggested to ensure healthy

development of children.



5

Shanta, K, Hirisave, Uma and Reddy, M. V. (1999).

Behaviour problems and disciplining among children with scholastic skills

difficulties. NIMHANS Journal, 17(1) : 11-18 .

Key Words: 1.HUMAN DEVELOPMENT 2.MENTAL HEALTH 3.BEHAVIOUR PROBLEM 4.DISCIPLINING 5.SCHOLASTIC SKILLS DIFFICULTIES.

Abstract : The study examined behaviour problems and disciplining among children

with scholastic skills difficulties (SSD) as compared to a group of normal controls.

The sample consisted of 20 children between 5-8 years of age in each group. Data

was obtained regarding the child's personal, family and social back ground.

Maternal report was obtained on Child Behaviour Checklist and Discipling Style

Interview. Results revealed a higher prevalence of behaviour problems in children

with SSD. These problems were externalizing and internalizing types of

dysfunctions, namely attention seeking behaviour, hyperactivity, impulsivity,

oppositional behaviour and conduct problems in the first domain of dysfunction, and

depression and anxiety in the second domain of dysfunction. The study group also

had higher prevalence of learning and miscellaneous behaviour problems. The

mothers of these children were found to be power assertive in their discipling and

were verbally and physically punitive towards children. There was no significant

correlation between the variables. It was recommended that an in-depth study was

needed to investigate the interaction between mother and child in teaching

context at home. Disciplining needed to be studied and while remedial training may

lesser learning problems, behaviour problems needed additional individual therapy

and parental counselling.

Tripathi, S.K. (2000).

Aggression in children : a study. Bangalore : NIPCCD, Regional Centre

Bangalore. 55 p.

Key Words: 1.HUMAN DEVELOPMENT 2.AGGRESSION 3.PARENTING 4.HOSTILITY.

Abstract : The present study was formulated to study the nature of aggression in

children and identified factors precipitating aggression in children. The sample

comprised 360 children, drawn from 540 children surveyed, and they were in 3 age



6

groups (A1 = 72-96 months, A2 = 97-120 months, A3 = 121-148 months). The

children were from different schools of Bangalore. A tool was developed to

assess Aggression and Hostility level in children. Tools used in the study were

Family Affective Dynamics, Family Child Interaction (FCI) Scale and Child Behaviour

Checklist. Results revealed that aggression increased with advancing age in early

childhood. Family environment also played a significant role in inducing aggression.

Older children, if placed in a negative environment, developed behaviour problems.

Boys (44.44%) were more prone to acquire aggressive behaviour than girls

(35.55%). Hostile behaviour in male children could be attributed to the cultural

setting. The quality of family affective dynamics play a crucial role in producing

aggression in children. Deficiency in family child interaction (FCI) leads to

hostility among children. The study suggested that deficient FCI was more

detrimental to male children than female children.


7


Aruna, M., Vajir Shahnaz and Vidyasagar, P. (2001).

Child rearing and positive deviance in the development of preschoolers: a

micro analysis. Indian Pediatrics, 38(4) : 332-39.

Key Words: 1.HUMAN DEVELOPMENT 2.CHILD REARING 3.CHILD DEVELOPMENT.

Abstract : The study was conducted in Andhra Pradesh to identify specific

maternal child rearing behaviours, parental attributes and socio-economic status of

the family, and analyse their association with positive deviance in the developmental

status of preschool children between 1-5 years of age. The study covered 260

children and their mothers. Results indicated significant association between

maternal behaviour and psycho-social development of preschoolers. Children, whose

mothers were responsive to their needs, were consistent in their interaction with

them and were also emotionally stable, were identified as "positive deviants" with

regard to their development. Factors like paternal literacy and nuclear family were

also associated significantly with positive deviance in development. Significant

association was also confirmed between nutrition and development. Provision of

food/milk to children on demand, disciplining and training children without resort to

physical abuse but meaningful dialogue, and bringing up children in an environment

free of gender discrimination is associated with positive deviance in child

development.

Mary Jessai Rani, P. (2006).

A Study on early child care alternatives adopted by mothers who work in

shifts. Chennai : Loyola College, Dept. of Social Work. 183 p.

Key Words : 1.HUMAN DEVELOPMENT 2.CHILD CARE 3.WORKING MOTHER 4.NIGHT SHIFT 5.PROBLEMS OF WORKING MOTHER 6.IMPACT ON CHILD DEVELOPMENT 7.CHENNAI 8.TAMIL NADU.

Abstract : Infancy and childhood are important and crucial stages in life, which have

to be handled appropriately. The recent study was carried out in Chennai to

understand the various child care alternatives adopted by mothers who work in

shifts. Respondents were staff nurses of Government Institute of Child Health,



8

Egmore and St. Thomas Multi-Speciality Hospital, St. Thomas Mount and

Mugalivakkam (private hospitals). Data was collected from 100 respondents aged

between 20-40 years, mainly between 25-40 years. 53% of the respondents used

the public bus system to reach their place of work. 58% had done a diploma in

nursing and about 42% had a bachelor’s degree in nursing. 53% of the respondents

had only one child and 47% had two children. 47% of the respondents had

participated in some kind of training. 63% of the respondents chose the profession

of nursing because of a role model either in their family or friends circle. 85% of

the respondents chose this profession as a first option in their career, whereas 15%

of the respondents chose the profession as second option. 27% of the respondents

faced problems due to patients and their caretakers constantly questioning them, to

which they have to respond aptly; 25% of the respondents expressed their inability

to take care of the family as a problem; and 24% of the respondents said that the

need to be very patient was a big problem. 62% of the respondents said that they

had servants to help them, but 38% of them did not have maids to help them in their

daily chores. 38% of the respondents went back to work when their child was three

to five months old, 34% returned back when their child was 5-10 months old, and

20% went back when the child was 3 months old. 97% nurses were having day shifts.

37% nurses left their child with their mother/ mother-in-law. 23% of the

respondents employed baby sitters, 16% of them left their children in crèches. 13%

left their children in the care of other relatives who lived close by, 11% left the

children with friends, and 6% of the respondents’ children were taken care of by

their husbands. 62% said that their child sometimes cried when they had to leave

for work. 30% respondents said that their child did not cry. 89% of the respondents

felt that the caretaker was loving to the child and the child felt at home with the

caretaker. 11% said that child was not attached to the caregiver. 59% said that

their child had food satisfactorily when in others care. 99% of the respondents said

that when it came to playing and talking with the caretaker, the children behaved

well. 82% of the respondents said that their child fell sick very rarely. 55% said

that they can work in peace knowing that their child was cared for. It was suggested

that the organizations who offer crèche facilities should recruit baby sitters who

have undergone training in early childhood care and development. Fathers and other

members of the family who are involved in child care should be provided training in

child rearing as they have a very crucial role to play in the absence of mothers.

Government could introduce a policy to follow the pattern of flexi-time work for

pregnant women and mothers with infants, so that they could strike a satisfactory

balance between work and home.



9

Nandwana, Shobha and Ranga, Shruti. (2003).

Social-emotional and personality related infant rearing practices in rural

area. Psycho-Lingua, 33(2) : 145-48.

Key Words : 1.HUMAN DEVELOPMENT 2.INFANT REARING PRACTICES 3.CHILD DEVELOPMENT 4.PERSONALITY DEVELOPMENT 5.INFANT DEVELOPMENT 6.PARENTING 7.CHILD REARING PRACTICE.

Abstract : Every infant has a unique personality, and every parent has their own

way of reacting to the special characteristics, which reflects in their infant rearing

practices. The study was carried out in Thoor village of Udaipur district of

Rajasthan to find out the infant rearing practices prevalent in rural areas promoting

socio-emotional and personality development. A sample of 60 mothers was taken,

and 0-6, 6-12, 12-18 months infants were equally represented in the sample. Door-

to-door survey and interviews were conducted for data collection. Results showed

that 71.6% mothers were the only primary caretakers regarding feeding aspect, and

67% mothers felt responsible for clothing of their children. 68.3% babies slept

with any one relative, such as grandmother and sometimes mother alone (31.6%).

58.3% babies played with their siblings only. 55% respondents said that mainly they

(mothers) only talked to their babies. Only 33.3% mothers kept an eye on the baby

when they were performing any work. About 76.6% mothers changed the soiled

clothes of their child. Approximately 68.3% mothers were the only person who held

their babies in the lap for the maximum time. 41.6% reported that they held their

baby at times other than during feeding or crying only. So it could be concluded

that stimulation for socio-emotional and personality development of infants was not

so common in the village due to lack of knowledge, time, etc. Hence, there is a need

for educating parents for providing adequate stimulation for promoting socio-

emotional and personality development of young children.



10

Narasimhan, T.R.L. and Christiana, J. Jayanthi Rani. (2001).

Costing child care services : a proposed cost framework and sample analysis

with ICDS as a model in Tamil Nadu. Chennai : M.S. Swaminathan Research

Foundation. ~95 p.

Key Words : 1.HUMAN DEVELOPMENT 2.COST OF CHILD CARE 3.CRECHE 4.COST ANALYSIS 5.ICDS MODEL.

Abstract : Investment in child development is not only a desirable societal

investment for the nation’s future, but also a fulfillment of the rights of every child

to survival, protection and development so as to achieve their full potential. The

study investigated direct and indirect benefits that accrue to different

stakeholders like children, adults, communities and society, and suggested a

framework to initiate a cost analysis of ICDS. A bottom up approach was used to

trace the organizational hierarchy instrumental in programme implementation. Child

Care Centres were visited to gather first hand information on the nature of records

available and type of service delivery offered to users. A representative sample of

AWCs from 113 projects in 26 districts was selected. As there were rural urban

variations in delivery of health services, additional data had to be gathered for this

component in the framework. Information about land for offices and AWCs taken on

rent, which was a major expenditure, was acquired from panchayats, municipalities,

Slum Clearance Board, or other private parties. Programme costs are variable while

administrative costs are fixed in nature. About 67% of the expenditure at the

macro level was on administration and personnel compared to 33% on the programme

delivery aspect. Administrative costs tend to be higher than programme costs.

Supplementary feeding is a major service delivery expenditure in ICDS, and is

procured through industrial cooperative societies involved in the manufacture,

packaging and distribution of food to the various child care centres in the State.

Rs.51,924,860 were spent on supplementary nutrition in the study area, while

Rs.153,303,423 were spent on Noon Meals. The amount of Rs.153,303,423 was spent

on vegetables, firewood, condiments, gram, oil, iodised salt and eggs. Rs.3,844,000

was spent on education, prizes, teaching aids, etc. Hence, a total amount of

Rs.217,360,285 was spent on programme costs, and an amount of Rs.26,544,000 was

spent on administrative costs, namely repair and maintenance, communication,

electricity, transport and contingencies. The total cost of ICDS was Rs.661,349,810.

Workers employed at Child Care Centres are placed at the lowest rung of the

organizational ladder, their remuneration is quite meagre, and they do not have any

benefits enjoyed by personnel in regular categories. The study recommended that



11

personnel costs in terms of positions sanctioned and those lying vacant need to be

further probed. Financial contributions by ICDS personnel and the user community

could be compiled. Where it is not possible to do so, monetizing time and value of

items donated could be another alternative strategy. Cost effectiveness and cost

benefit studies could be designed to study the pay back benefits of investing in

ICDS.

Pandey, D D. (2005).

Public financing of early childhood care and development. New Delhi :

National Institute of Public Cooperation and Child Development. 17 p.

Key Words : 1.HUMAN DEVELOPMENT 2.EARLY CHILDHOOD CARE AND EDUCATION 3.EARLY CHILDHOOD EDUCATION 4.ECCE 5.EARLY CHILDHOOD DEVELOPMENT 6.COST OF ECE 7.COST OF ECCE 8.COST OF PRESCHOOL EDUCATION 9.PRESCHOOL EDUCATION 10.ICDS MODEL 11.PRESCHOOL EDUCATION IN ICDS.

Abstract : The present study aimed to obtain a contemporary perspective of

investment in selected areas of Early Childhood Care and Development (ECCD)

initiatives. The design of the study involved the analysis of time series data.

Descriptive statistics were used for the analysis. Also, the total budget, the inter

and intra allocation of funds and external inflow of resources were analyzed. Within

the Union Ministry of Human Resource Development (MHRD), the Department of

Women and Child Development was the nodal agency which took care of and financed

ECCD programmes such as supplementary nourishment, health care and early

educational aspects of child development. However, much work needs to be done in

the area of implementation of ECCD. Also, though the ECCD programme had

received highest priority within the state supported documents, little importance

had been given to it in terms of budgetary allocations. The budgetary allocation

of the Central Government showed an upward trend towards ICDS, however, the

funding of state owned ICDS increased by 4.15% only. The total budget allocation of

Project Udisha, a World Bank assisted nationwide training project of ICDS, showed a declining trend of 16.6%. The central scheme of crèches/ day care centres was

introduced in 1975 all over the country and the Government of India (GOI) had set

up a corpus of Rs.19.90 crore under the National Creche Fund with a view to meet



12

the growing need for more crèches. However, the growth of crèches has not been

proportionate to the growth of the population. Within the Department of Education,

there had been a steady jump in the allocation of funds in the area of providing

early educational opportunities for children. The Ministry of Health and Family

Welfare (MHFW) had given due consideration to the twin issues of Child Survival

and Safe Motherhood (CSSM) with the introduction of this programme in 1996 to

achieve the multiple objectives of reproductive health, child survival and fertility

regulation. There was a steady increase in the allocation of funds in the health

sector from Rs.989.74 crores (RE) in 2002-2003 to Rs.1266.96 crores (RE) in 2003-

2004. The highest allocation of funds was in the case of Immunization and Polio

Eradication Programme. In the budget allocated for children, education sector has

been given the highest priority, followed by child development, (CD), and then health

initiatives (2002-2003 and 2003-2004). External agencies were also funding CD

programmes. However, these agencies provided financial assistance only to some

selected states, excluding others without any criteria. Kerala, despite being well

developed in various aspects of CD, had been selected for external aid under ICDS.

Union Government should direct various departments concerned with ECCD to

incorporate budget for children as an inbuilt component under the main budget. The

State Women and Child Development Departments should network at the district

level with NGOs, so that the schemes in operation reach the grass roots level.

Measures should be taken to strengthen pre-school education programmes. To

enhance funds for ECCD, the Government may explore the possibility of taking

contributions from the corporate world and NRIs and give them tax benefits in

return. The funds so generated should be used for enriching pre-school education.

Decisive measures for proper and effective utilization of financial resources need to

be taken up.

Phukan, Minoti, [Guide] (2003).

Development of a media mix package for mothers of new born babies. Assam

Agricultural Univ., Jorhat : College of Home Science, Dept. of Child

Development and Family Relations. 1 p.

Key Words : 1.HUMAN DEVELOPMENT 2.CHILD CARE 3.CARE OF NEW BORN 4.MEDIA MIX 5.MEDIA MIX PACKAGE 6.MOTHER'S KNOWLEDGE 7.KNOWLEDGE OF MOTHER.

Abstract : This study was conducted in Jorhat district, Assam to assess the needs

and develop a media mix package for mothers of new born babies. A sample of 100



13

mothers having babies between 0-6 months of age were taken for the study. Data

was collected through interviews, which analyzed the characteristics and knowledge

of mothers regarding child development and care, and their views on media mix

package. It was revealed that majority of mothers felt that they had fair

knowledge about child care and development, but they could not give correct

responses to various questions. 91% mothers wanted to enhance their knowledge on

child care through media mix package; 70% felt that the package developed by the

researcher would be handy to use; and 95% felt package to be highly useful. As a

result, a package consisting of photographs and audio tapes was prepared to

disseminate knowledge on areas like developmental milestones, feeding patterns,

health and hygiene, language and cognitive development, emotional and social

development and stimulation.

Self Employed Women's Association, Ahmedabad. (2003).

Utsah : the effectiveness initiative (EI) at SEWA child care. Ahmedabad :

the author. 52 p.

Key Words : 1.HUMAN DEVELOPMENT 2.CRECHE 3.SEWA PROGRAMME 4.EFFECTIVENESS OF CRECHE SERVICE 5.CASE STUDY 6.EFFECTIVENESS 7.QUALITY OF SERVICE.

Abstract : The study investigated the need for child care of working women

associated with SEWA. It summarized the feelings of children and teachers at

child care centers. It gave the current status of child care programmes in four

districts of Gujarat, namely Ahmedabad City, Kheda, Surendranagar and Patan. The

sample comprised 121 centres, 5887 children and 350 teachers. The study gave

details of development of spearhead team, development team, SEWA in-house

efforts, financial sustainability workshop, qualitative research and documentation

and learning how to cope with crisis in life, etc. It gave the life sketch of alumni

and profiles of crèche workers. It was found that child care work was closely

related to poverty alleviation, and without child care and work security, poverty

alleviation was not possible. After coming to the crèche, children realized the value

of personal hygiene and said that they would always like to look neat and clean and

be well dressed. The study also found that teachers, who were very close to

children, themselves came from poor and struggling homes. Some of them had never

even been to school. The study recommended that there was great need to share

new knowledge and skills on child care and development with grass root level



14

functionaries. It was suggested that there is a need to strengthen existing

institutions responsible for children’s needs and parents’ requirements. Early

childhood education must be an important part of our education policies and

programmes. One of the recommendations was the creation of effective policy for

different levels, to ensure that appropriate and effective programmes and services,

with adequate resources, were available up to village level. The study recommended

that crèche timings should suit the long working hours of women working in the

fields. The crèche workers felt that SEWA had given them a new life and they had

been able to bring up their children well, give them better education and a better

life by using their earnings and savings.


15


National Institute of Public Cooperation and Child Development, New Delhi. (2004).

An Evaluation study of creches run under National Creche Fund (with

executive summary). New Delhi : NIPCCD. ~180 p.

Key Words : 1.HUMAN DEVELOPMENT 2.CRECHE 3.CRECHE SCHEME 4.EVALUATION OF CRECHE SCHEME 5.NATIONAL CRECHE FUND.

Abstract : This study was conducted in 2004 to evaluate the functioning of

National Creche Fund (NCF), availability of infrastructural facilities, suitability of

timings with respect to working hours of mothers, reason for drop-outs, level of job

satisfaction among staff, to check if qualified and trained workers are employed, to

evaluate organizational capacity of NGOs/VOs, to find difficulties faced in

implementing schemes, and to suggest ways and means for improving implementation

and widening the coverage. A sample of 57 centres from general category was

selected from Uttar Pradesh, Maharashtra, Orissa, and Andhra Pradesh; and 7

centres of anganwadi-cum-creches were selected from Andhra Pradesh and Orissa.

A set of 6 interview schedules and an observation schedule was used to collect the

data. It was found that 93% centres had 1 worker and 1 helper, 85% workers were

untrained. Majority of the workers reported job dissatisfaction due to low

honorarium (94%), lack of training in managing children (44%), heavy workload and

lack of support and appreciation for work done (60%). Provision of supplementary

nutrition was seen as an important incentive for mothers to enroll their children in

the centre. Less than 50% centres conducted outdoor and indoor activities for the

children. 42% general category centres did not have any health check-up facility.

AWC-cum-creche category had health check-ups, immunization, and growth

monitoring was done regularly. Mothers’ meetings and home visits were found

neglected in crèches of general category, whereas it was held regularly in AWC-

cum-creches. 18% workers of general category worked 8 hours or less than 4 hours,

whereas those working in AWC-cum-creches worked 6-8 hours a day. 67% general

crèche centres were located in rural areas, and majority of AWC-cum-creches were

located in urban slums. 91% centres worked in single room accommodation. 40%

centres had no open space; 38% had insufficient open space, which reduced the

opportunity to conduct outdoor activities. 41% had poor ventilation and 56% had

poor lighting, which were a hindrance to various indoor activities. 36% did not have

a separate kitchen and 66% had no separate storage facility. It was found that



16

43% organizations had no previous experience of running child care programmes.

Scheme was monitored by State Government through District office and report was

submitted to DWCD, which generally delayed in renewal of grants. High degree of

discontent was found among organizers of VOs and CDPOs due to inadequacy and

delay of funds. It was recommended that organizations should fulfill the eligibility

criteria before getting sanction for crèche centres. In order to avoid delay in

renewal of grants, monitoring mechanism should be reviewed. Number of centres

sanctioned to each organization should be fixed, i.e. minimum 10. It should be

ensured that funds are released timely so that crèche programmes proceed

uninterrupted. Honorarium should be given to motivate workers. Training

programmes and refresher courses should be conducted for enhancing skills of the

workers in the area of child care and for clarity of their roles. Quality of pre-

school activities should be improved. Budgetary provisions should be reviewed so

that funds are made available for purchase of pre-school materials and for

conducting regular health check-ups. Timings of crèches should be decided on the

basis of consultation with the beneficiaries and should be flexible. Quality and

quantity of supplementary nutrition, provision of milk, health facilities, and

availability of play materials should be monitored and improved. Active participation

of the community was required for the success of the programme.

Self Employed Women's Association, Ahmedabad. (2000).

Reclaiming childhood : a case study of child care centers for the children of

salt pan workers. Ahmedabad : SEWA. 7 p.

Key Words : 1.HUMAN DEVELOPMENT 2.CRECHE 3.DAY CARE CENTRE 4.SALT PAN WORKER 5.SUPPORT SERVICE 6.WORKING MOTHER.

Abstract : The study was conducted by Self Employed Women’s Association

(SEWA) on 150 women salt pan workers in 1995 in Surendranagar district of

Gujarat. The objective was to seek working women’s opinion and to know about their

needs so that the operation of child care centers could be modified to suit their

requirements. Child care center was totally a new concept for women salt pan

workers, so personal visits and meetings were held to convince mothers that these



17

centers would provide adequate nutrition and their children would be in a safe place

while they were at work. The study revealed that approximately 68% of the women

workers were enabled to take care of their child, and they felt that there was a

great improvement in the health status of their children after they started

attending the centers. There was also an increase in the average monthly income of

approximately 82% of women salt workers. It was recommended that these

centers should be opened for a longer duration to suit the mothers’ needs; more

toys, games, and outdoor playground equipment should be provided and supply of milk

per child should also be increased.

Shanmugavelayutham, K and Amarnatha, A. (2004).

Private sector creches. Chennai : Tamil Nadu Forum for Creches and Child

Care Services. 38 p.

Key Words : 1.HUMAN DEVELOPMENT 2.CRECHES 3.PRIVATE SECTOR CRECHES 4.ECCE 5.CRECHE MATERIAL 6.LIST OF CRECHE MATERIAL 7.CRECHE EQUIPMENT 8.FUNCTIONING OF CRECHES

Abstract : The present study evaluated creches run by the private sector; their

physical infrastructure; working status of creche workers; their living conditions;

and examined mother’s opinion about the creches. The study was conducted in

Dindigul district of Tamil Nadu, where agriculture is the main employment. 60

creche units were selected and a two-stage sampling procedure was followed. About

70% creche units were selected from each taluk, and 20 units from Dindigul taluk.

Information was collected through observation and personal interviews of 300

mothers and 60 creche teachers. Data was collected in the months of August and

September 2003. The study showed that 60 percent of the creche centres had 15-

25 children. Poverty and cramped living conditions, unsafe water, poor diet, lack of

sanitation, and poor child care services made children vulnerable to infection and

diseases. About 57% of the creches did not have first aid kits, and 44% were

housed in 12X14 feet rooms, which did not conform to the average required floor

area. Condition and availability of toilets was unsatisfactory, and sleeping facilities

were also inadequate. 30% creche centres had no outdoor play space. Only 45%

teachers were trained, and they were also facing problems such as adverse working

conditions. In 35% creches, formal teaching method was followed. Longevity of

creche units was more than 15 years. About 58% creche units were located in rural



18

areas, 12% in urban slums and 30% in urban areas. No survey had been conducted in

any creche centres. Around 75% creche centres functioned for 6-8 hours. About

55% centres were housed in buildings with brick walls with asbestos or tiled roof,

and 18% were in huts with thatched roof and did not have basic sleeping facilities or

educational materials. Only 55% creche teachers had undergone training in creche

teaching courses. Only 27% mothers were involved with creche centres. 70%

teachers were dissatisfied with their jobs. Most private creches were overcrowded,

had an unhealthy environment for overall development of the child, and were manned

by people with no special qualifications for the job. Family alone can no longer be

expected to provide all inputs needed for holistic development of the child. The

study recommended that strength of the creche should be decide by the number of

adult caregivers, space, facilities available, and needs of the children. A first aid kit

should also be available. Every creche should provide 20 square feet space per child,

proper toilet, sleeping facility, outdoor space to play, proper equipment, etc. Various

orientation programmes should be organized for parents and staff. Minimum

standards should be fixed for creches by the Government and strict monitoring

should be done.

Shanmugavelayutham, K. (2006).

The Grants for scheme of assistance for creches for children of working

and ailing mothers: a process document of advocacy for revising. Chennai :

Forum for Creches and Child Care Services Tamil Nadu. 70 p.

Key Words : 1.HUMAN DEVELOPMENT 2.CRECHE SCHEME 3.EVALUATION OF CRECHE SCHEME 4.CHILDREN OF WORKING MOTHERS.

Abstract : The Tamil Nadu Forum for Creches and Childcare Services (TN-

FORCES) was initiated in 1992. The objective of TN-FORCES was to advocate the

cause of effective early childhood care and development services to children below

6 years, especially the children of those mothers who were employed in the

unorganized sectors. TN-FORCES used a variety of strategies namely advocacy,

lobbying, information sharing, capacity building, strategizing and carrying out joint

activities. The first major advocacy activity was the presentation of a memorandum

to the Minister for Social Welfare, Government of Tamil Nadu in 1992 on the need

to enhance grants for the creche scheme. A public hearing programme on child

services was organized by TN-FORCES on 2nd June 1998 at Chennai. The purpose of



19

the programme was to highlight the need for childcare services and the problems

faced by women due to lack of these services. A workshop on the status of childcare

workers in the voluntary sectors was jointly organized by M. S. Swaminathan

Research Foundation (MSSRF) and TN-FORCES on 22nd April 1999. Other strategies

were organizing a rally of about 500 creche workers and anganwadi workers on 22nd

October 1999 projecting various demands. TN-FORCES also organized a meeting to

finalize suggestions to the Government regarding the scheme. The great outcome of

advocacy activities was the enhancement of grant for 212 Creches run by the Tamil

Nadu Social Welfare Board from Rs.25,410/- per center per annum to Rs.70,800/-.

Around 12,470 Creches for about 3.11 lakh beneficiaries were run by the Central

Social Welfare Board through selected voluntary organizations. The grant for these

crèches was increased from Rs.18,480/- per centre per annum to Rs.42,800. Ceiling

for eligibility was raised from Rs.1,800/- p.m to 12,000/- p.m for a family. The most

significant outcome was spontaneous and self-directed decision to strengthen and

sustain TN-FORCES through the participants own efforts. For TN-FORCES and

other network organizations, a pro-active stand has to be taken, not only to revise

the scheme regularly, but also demand increased allocation of resources for young

child related programmes.


20


Indian Council for Child Welfare Tamil Nadu, Chennai. (1996).

Early childhood development and environment : a study. Chennai : ICCWTN.

60 p.

Key Words : 1.HUMAN DEVELOPMENT 2.EARLY CHILDHOOD DEVELOPMENT 3.ENVIRONMENT AND CHILD 4.ECCE 5.HOME ENVIRONMENT 6.CRECHE WORKER 7.CHILD REARING PRACTICES.

Abstract : The study was conducted in 27 urban communities in Chennai and 17

rural communities in Chingleput District where 4 NGOs were implementing the

Crèche programme. 50% of the crèches were selected through systematic random

sampling method; and from each crèche 10 children in the age group 3-4 years were

selected, comprising 440 children in all. The study was conducted to identify how

the environment of the child, socio-economic conditions, culture, beliefs and

practices of the mother and crèche worker affect early childhood development.

The 4 NGOs studied were Indian Council for Child Welfare Tamil Nadu, Indian Red

Cross Society Tamil Nadu, The Women’s Indian Association, Chennai and The Guild

of Service Central Chennai. NGOs felt that crèches enabled underfives to get

adequate nutrition and medical attention, helped community to avail other services,

and freed older siblings to go to school. Children attending crèches had better

mental and physical growth due to balanced nutrition, better language development

through conversation and songs, better sensory development playing with different

texture objects and conditioned the child to go to school every day. The child also

learnt independence, toilet training, socialization, etc. Deliveries were mainly in

Primary Health Centres. Breast feeding was the norm; semi-solids were started

after six months, and solids after 1 year. There was lack of clear understanding

about the milestones of child development among mothers. Space for indoor play

was adequate in most crèches, but play equipment was not adequate in 80% crèches.

For most children, the balanced noon meal served at the crèche constituted the

main meal for the day. They were also given snacks made of protein rich lentils

before they left for home. The mother-child relationship was warm and caring, but

environmental hygiene knowledge and practices were inadequate. Emotional

development of the child ranked highest (87.5%), followed by cognitive development

(87.3%), language development (86.4%), social development (83.9%), and motor

development (83.4%). The crèche worker’s education, concept of ECD, and her



21

perception of the role of the crèche in ECD were to some extent, significant for the

children’s development. Interventions of NGOs need to be extended to community

education also, to enhance the quality of life. Crèche workers have a role as change

agents in the community with the focus on the child and its development. The

training of crèche workers should be such that they have a clear understanding

about the concept of ECD, and its importance for the future development of the

child.

India, Ministry of Women and Child Development, New Delhi. (2007).

Early childhood education in the Eleventh Five Year Plan (2007-2012) : Sub-

Group Report. New Delhi : I-MWCD. ~30 p.

Key Words : 1.HUMAN DEVELOPMENT 2.WORKING GROUP REPORT 3.EARLY CHILDHOOD EDUCATION 11TH PLAN 4.WORKING GROUP CHILDREN 5.EARLY CHILDHOOD EDUCATION 6.ELEVENTH FIVE YEAR PLAN.

Abstract : For the Eleventh Five Year Plan, Government of India appointed a

Committee to work on four themes i) ICDS and Nutrition, ii) Early Childhood

Education, iii) Child Protection and iv) Girl Child. This report found that on an

average, 37% children were registered for preschool education (PSE) activities in

AWCs. The study also found that the gap has reduced between the children

registered for PSE and those actually attending the centres. Children attending PSE

activities under ICDS have continuously increased from about 17 million in March

2002 to nearly 19 million in 2003, 20 million in 2004 and 23 million in 2005.

According to 2001 Census, the country has 60 million children in the age group 3-6

years. The approximate number of children covered is about 34 million for preschool

initiatives under ICDS, other private initiatives, and NGO initiatives. The estimates

vary from 3 to 20 million, but this still leaves a large segment of about 26 million

children who do not attend preschool. Hence the Working Group calculated that

preschool education services will have to be provided for 70 million children by the

end of 2011 and 73 million children by 2016. As per NSSO 55th Round Survey in

1999-2000, there were 106 million women in the work force, of whom 40-45% were

in the reproductive age group. The total number of operational creches had

increased upto 22,038 till 31st March 2006. Currently under ICDS nearly 8 lakh

AWWs and an equal number of helpers, totaling more than 1.5 million women are

engaged in imparting centre based early childhood education (ECE) to 23 million

children. The problem of poor working of the ECE centres and problems of teachers



22

should be corrected in the Eleventh Five Year Plan while designing the ECE inputs.

The Sub Group therefore made the following recommendations to be considered for

inclusion by the Working Group in its report for the Eleventh Five Year Plan. The

Eleventh Five Year Plan should develop a new paradigm to deal with the stagnant

problem of preschool education. Provisions concerning ECE made in the National

Policy on Education, 1986 and Programme of Action (POA), 1992 should be

implemented in right earnest and in consonance with contemporary realities. Early

Education segment does not receive due attention of the education sector, hence it

is recommended that ECE should be made a subject under Business Allocation Rules

of Department of Women and Child Development by various State Governments as

has been made by Government of India where ECE has been placed under Ministry

of Women and Child Development. Construction of buildings of AWCs in a phased

manner, with priority to areas where educational indicators are weak, is strongly

recommended for the Eleventh Plan.

M. S. Swaminathan Research Foundation, Chennai. (2000).

Quality matters : understanding the relationship between quality of early

childhood education and learning competencies of children. Chennai :

MSSRF. ~100 p.

Key Words : 1.HUMAN DEVELOPMENT. 2.EARLY CHILDHOOD EDUCATION. 3.ECCE. 4.LEARNING ACHIEVEMENT. 5.QUALITY EDUCATION.

Abstract :The study was conducted in Chennai and Dindigul area of Tamilnadu to

explore the relationships between the quality of ECE, as measured by a specially

validated tool (TECERS), and the learning competencies of young children, i.e.

perceptual-motor skills, language, cognitive skills and socio-emotional development.

The study sample comprised 193 children (95 urban and 98 rural) aged 4 years

belonging to the lower socio-economic strata who were enrolled in 45 centres. These

centres belonged to the four prevailing types of ECE models, i.e.(1) Govt. run ICDS

(2) Government run Tamil Nadu Integrated Nutrition Programme (TINP)

(3)supported by NGO and (4) private management centres run with no financial

assistance from government but through collection from parents. Data showed that

the families belonged to low income communities, and the parents had low

educational and occupational status. Half the mothers were not economically active,

while 80% of the working mothers were in the lowest occupations. Of the 45

teachers in ECE centres, 3 had no training, and while 8 had training not related to



23

ECE, 13 had regular 3 months job training provided by ICDS, and 11 had recognised

ECE training. The children's learning competencies in four domains were measured

using Child Learning Competency Test (CLECT) and the distribution of the scores for

children was normal. Rural children performed significantly better than urban

children in terms of the total scores in all domains except language. Positive

relationship was found between the quality observed in the centres and children's

performance. Positive relationships were found between the various TECERS

components and total child competence, as well as individual domains of development.

Father's education was the strongest predictor for the better performance of

rural children. Active learning involving perceptual and motor skills was the key to

develop children's learning competencies at this age. In urban areas, most children

were being taken out of ICDS and NGO centres by about the age of 4 years, and

placed in private centres, while in rural areas, this trend was less visible. Hence,

there is a need to create widespread public awareness, especially among parents,

about the components of quality in ECE and its relationship with children's learning

and development. The study confirmed that good quality ECE can enhance children's

development outcomes.

Pandey, D. D. (2005).

Contrary currents in early childhood education. New Delhi : National

Institute of Public Cooperation and Child Development. 37 p.

Key Words : 1.HUMAN DEVELOPMENT 2.EARLY CHILDHOOD CARE AND EDUCATION 3.EARLY CHILDHOOD EDUCATION 4.ECCE 5.EARLY CHILDHOOD DEVELOPMENT 6.PRESCHOOL EDUCATION 7.ICDS MODEL 8.PRESCHOOL EDUCATION IN ICDS 9.TRAINING IN ECCE 10.TRAINING PRESCHOOL EDUCATION.

Abstract : The study assessed the situation of pre-school education in India. As

per the analytical report on primary education during 2003 carried out by National

Institute of Educational Planning and Administration (NIEPA), only 14.27% primary

schools had attached pre-primary sections in India. Except for West Bengal, the

percentage of pre-primary sections attached to primary schools in all other states

was above 3%. West Bengal had only 0.12% such primary schools. The states of

Maharashtra (36.47%), Madhya Pradesh (35.33%), Andhra Pradesh (22.95%),

Chhattisgarh (16.80%), Assam (15.90%), and Tamil Nadu (11.65%), etc. had a large

number of preschool centres (PSCs) attached to primary schools. Pre-primary

sections were also attached to a large number of elementary (23.21%) and

integrated higher secondary schools (39.84%). In Andhra Pradesh and Madhya

Pradesh, pre-primary sections were attached to a large number of elementary



24

(23.21%) and integrated higher secondary schools (39.84%). In Andhra Pradesh and

Madhya Pradesh, pre-primary section was attached to 36.79% and 45.30% of the

total elementary schools. In Karnataka and Tamil Nadu, pre-primary section was

attached to as many as 78.43% and 66.50% of the total integrated higher secondary

schools. The percentage of enrollment in pre-primary classes was only 2.66% in PSCs

attached to primary schools, and 1.45% and 0.56% respectively in PSCs attached to

the elementary and higher secondary schools. The highest percentage of pre-

primary enrollment in PSCs in attached primary schools was found in Madhya

Pradesh (9.78%), and the lowest in Himachal Pradesh (0.89%). Madhya Pradesh also

had the highest percentage (4.44%) of pre-primary enrollment in PSCs attached to

elementary schools. The lowest pre-primary enrollment (0.07%) was found in Uttar

Pradesh. The Early Childhood Education Scheme was implemented in 9 educationally

backward states namely Andhra Pradesh, Assam, Bihar, Jammu and Kashmir, Madhya

Pradesh, Orissa, Rajasthan, Uttar Pradesh and West Bengal to reduce dropout rates

and to improve the rate of retention of children in primary schools. The National

Crèche Fund (NCF) was setup in 1994 to meet the growing needs for more crèches,

and only the children of parents whose family monthly income did not exceed

Rs.1,800 were eligible for enrollment. The Central Sector Scheme of Assistance to

Voluntary Organizations for running Day Care Centres for Children of Working/

Ailing Mothers was started to provide help to migrant, agricultural and construction

labourers. The Early Childhood Care and Education (ECCE) schemes were run by

NGOs to provide education to children of socially and economically backward

sections. The NGOs primarily worked with children of tribal people, migrant

labourers and rural inhabitants. However, urban slums were not covered adequately

under the pre-school education schemes. Children often found the transition from

pre-school to primary school to be difficult, as a wide gap existed between the

education techniques of the two systems. This led to increased dropout rates at the

primary school level. Uneven geographical distribution by teacher education training

centres existed, and no centres were found in the North-East region. Under

utilization of ICDS training centres was reported. Reasons for this were non-

deputation of sufficient number of trainees and non-reporting of trainees at

training centres. No well defined monitoring system for evaluating the training

programmes was present. There is need for a strong alliance between Government

and voluntary organizations to upgrade the early education centres. The Union

Government should ensure that each state’s Women and Child Development

Department should network with NGOs at the district level. Government should

allocate more funds for ECCE.



25

Ratna, Kumari. (1996)

A study on early childhood care and education (ECCE) with special reference

to awareness and practices among mothers and teachers. Hyderabad :

Osmania University, Faculty of Education. 22 p.

Key Words : 1.HUMAN DEVELOPMENT 2.ECCE 3.EARLY CHILDHOOD CARE AND EDUCATION 4.KAP OF MOTHER 5.TEACHER AWARENESS.

.

Abstract : The present study was undertaken in 1996 to ascertain the awareness

levels of mothers and teachers regarding early childhood care and education and to

study the practices of mothers and teachers regarding early childhood care and

education. The sample for the study was drawn from rural areas and urban slums

consisting of children, their mothers and teachers. The sample comprised of 70

mothers, 70 children and 14 teachers selected from 14 balwadies. The study

revealed that mothers in general are endowed with better awareness levels in all

major areas namely health, nutrition and education. However their practices are

belligerently poor compared to awareness in all areas under investigation. Teachers

were found to be better aware of the health, nutrition and education information

but found to be poor on practice corresponding to all the three areas. In the area

of health and its sub-group welfare services, teacher had very poor awareness and

their practices were poor on all ground. It was recommended that gap between the

awareness and practice level of mothers and teachers should be removed for

improving and raising the quality and level of practices so that general status of the

child is better.

Sonawat, Reeta and Porichha, Tapaswini. (2000).

Scale to measure the quality of Early Childhood Care and Education

Programmes (ECCE) in the city of Mumbai. Perspectives in Social Work, 15(2) : 10-16.

Key Words : 1. HUMAN DEVELOPMENT 2.EARLY CHILDHOOD CARE AND EDUCATION 3.RATING SCALE

Abstract : Children constitute a country’s most valuable human resource. The

growing need and awareness among the masses about the advantages of investing in

the early childhood years has led to a sharp rise in the availability of Early

Childhood Care and Education (ECCE) programmes. The present study identified



26

various parameters for a quality ECCE programme to construct a scale to measure

the quality of ECCE programmes and assessed the validity and reliability of the

scale. 60 ECCE teachers, supervisors and principals catering to middle and upper

middle class families in the urban set up of Mumbai were selected from various

schools. The Early Childhood Environment Rating Scale developed by Harms and

Clifford (1980) was used as a basis for the structure and format of the scale. The

tool was designed with fifty parameters covering three major areas of ECCE :

physical structure and facilities, program and curriculum and personnel. The Scale

was given to the selected subjects for administering in their respective ECCE set

ups, which consisted of the first round of testing. The second round followed after

20 days and the scores of both the rounds were compared. Results indicated that

the present scale can be used to measure quality in urban ECCE centres that follow

play-way methods, and can be used as a guideline to improve the quality of already

existing ECCE centres. It is also useful to provide directions to those aspiring to

start new ECCE centres.


27


Batheja, Ina. (2003).

Intimacy and self-disclosure : important dimensions of social relationship

among urban youth. New Delhi : Lady Irwin College, Deptt. of Child

Development. 62 p.

Key Words : 1.HUMAN DEVELOPMENT 2.RELATIONSHIPS 3.FAMILY RELATIONSHIPS 4.SIBLING RELATIONSHIPS 5.PEER RELATIONSHIPS 6.INTIMACY 7.SELF DISCLOSURE 8.ADOLESCENTS.

Abstract : The study was carried out to investigate the dimensions of self-

disclosure and intimacy among urban college youth and their relationship with cross

sex friends and siblings. A sample of 20 urban college youth, 10 males and 10

females, in the age group 18-21 years was taken. A sub-sample of 15 youth,

comprising the opposite sex friends and siblings of the sampled youth was also

taken. Data was collected through semi-structured interviews. Convenience and

snowballing sampling techniques were used. Results were obtained from 8 categories

of assessment given by Hinde in 1979 namely, the content of interactions, diversity

of interactions, quality of interactions, relative frequency of interactions,

reciprocity and complementarity, intimacy, interpersonal perception and

commitment. It was found that the respondents shared more activities with friends

than siblings. With friends they utilised their time watching movies, talking, sharing

notes and other study materials, discussion on various issues, etc. With siblings the

respondents interacted only on weekends, so there was not enough scope to form

emotional bonding through conversations or doing things together. Out of 10, 3

female respondents did not discuss much with their siblings, but with friends they

discussed issues like education, career choice, philosophy of life, etc. About 80%

respondents, both males and females said that they could only speak to their friends

about sexuality. The other 20% were comfortable in sharing this issue with both

siblings and friends. As far as family problems were concerned, about 6 female

respondents wanted to share this problem with their siblings and not with their

friends. Most of the males felt that discussions with younger sisters were a waste

of time, whereas females felt that elder brothers adopted fatherly roles and

younger ones were overprotective, so there was no need for conversation with

siblings. Brothers perceived that their sisters would talk to their friends or

parents for guidance. In terms of mutual involvement and understanding, all the



28

respondents felt their relationships were more satisfactory with their opposite sex

friends compared to their siblings. The degree of disclosure reciprocity was not as

high with siblings as it was with their opposite sex friends, for all the respondents.

About 80% males said that there was no intimate relationship with their sisters.

Approximately 80% females felt that their friends were more reliable and faithful

than siblings. About 80% female respondents said that they could understand their

siblings’ feelings, but never felt that they were understood. 100% male respondents

reported that women were better listeners. Males felt that they respect and

understand their friend’s feelings, but they were not very close to siblings. It was

found that with friends, the commitment was out of love, admiration and trust for

each other, but with siblings it was like a responsibility. Some reasons for less

disclosure with siblings were also given, such as, birth order time and opportunity

available with siblings, shared experiences with siblings, difference of opinion, some

major life events, threat of disclosure to parents, etc.

Sharma, Divya. (2004).

Development of values in late childhood : a view from Hindu Rajasthani

families. Vadodara : MS Univ., Faculty of Home Science, Deptt. of Human

Development and Family Studies. ~200 p.

Key Words : 1.HUMAN DEVELOPMENT 2.VALUES 3.VALUE SYSTEM 4.ADOLESCENT 5.DISCIPLINE 6.PUNISHMENT 7.PARENTING 8.SOCIALIZATION 9.CHILD REARING 10.MORAL VALUES 11.RAJASTHANI FAMILY 12.LATE CHILDHOOD 13.RAJASTHAN.

Abstract : In today’s society, many people feel that children are growing up with

unhealthy values and unproductive attitudes. The present study examined the

perception of parents and teachers in developing values in young children and

identified the values held by children. The sample comprised 40 school going

children, 9-12 years old, from Hindu urban middle class families of Udaipur city,

their parents and five class teachers. Data was collected through random stratified

selection technique and the primary tools used were Family Tree Checklist, Values

Auction Scale, Questionnaire for Children and Interview Guidelines for parents and

teachers. Results revealed that parents’ lives depicted an integration of all the five

basic core universal human values namely truth, peace, love, righteous conduct, and

non-violence. However, righteous conduct and love were found to be predominant

values for them as compared to truth, peace and non-violence. The Values Auction

Scale was used to find out the values that parents considered important for their



29

children. Independence in children emerged as the most important value for parents

of boys, however, for parents of girls, the child who made them feel proud of their

deeds was the most prized value. Also, there were gender related parental

expectations related to doing household chores, cooking, managing house and

realizing the value for money, especially for girls. Parents of boys gave importance

to the child who is respectful towards adults, physically fit and can control his

temper besides being self-disciplined. One of the most common strategies used by

parents to develop values in children was encouragement, and the most significant

sources of values included parents, grandparents and teachers, whereas sources like

friends and the media emerged as virtual non-entities for them. Results also

revealed that teachers regarded fostering values as a part of their job and

considered themselves to be the main source for providing guidance and helping the

child to reach his/her potential. The values considered important by teachers in an

ideal student included being well disciplined, well mannered, punctual, attentive,

considerate and respectful of others. Results showed that all the four values namely

tolerance, honesty, sympathy and cleanliness were present in children, however,

slight variations in the percentages suggest that their priority varied with

reference to gender and family type. On the whole, children were more tolerant

(25.9%) than sympathetic (23.1%), with cleanliness (25.48%) and honesty (25.43%)

being their second and third priority respectively. Data revealed that boys and

children belonging to nuclear families lived more by tolerance, whereas girls and

children belonging to joint families lived more by cleanliness. Sympathy appeared to

be the last preference for both boys and girls. Beside gender, family type, parents,

peer group and teachers, there are various other factors that have immense

potential for influencing values such as textbooks, curricular content, and process of

education. It is very essential to ensure that the values they convey are not against

those of the cultures prevailing indigenously and also are in harmony with universal

human values.


30

Gifted Child

Srivastava, Sushila. (1989).

Impact of an enrichment programme to foster creativity among academically

gifted elementary school children. Chennai : JBAS Women's College,

Deptt. of PG Studies and Research in Home Science. 120 p.

G8611

Key Words : 1.HUMAN DEVELOPMENT 2.GIFTED CHILD 3.CREATIVITY 4.INTERVENTION PROGRAMME 5.ENRICHMENT PROGRAMME.

Abstract : The study aimed at determining the impact of an enrichment programme

on the creativity of 93 gifted primary school students aged 7-8 years, 9-10 years

and 11-12 years numbering 20,30, and 20 respectively identified in Madras city. The

tools used for the study were Weschsler Intelligence Scale for children (to identify

gifted children in terms of their (IQ), Wallach and Kogan Battery of Creativity

Instruments adopted by Parmesh (1971) (to assess creativity levels before and

after enrichment). The Enrichment Experiment to foster creativity was

administered for 45 days. Activities were planned on the basis of J.P. Guilford's

Divergent Thinking Skills. Gifted children's creativity scores improved largely

after the enrichment programme to foster creativity. In all the age groups, gifted

boys obtained relatively greater improvement in creativity levels than girls. Boys

displayed richer imagination and originality in their answers than girls. There was a

large difference (27.2) in the mean gain scores of first born girls and boys,

followed by the youngest (24.8) and the only child (16.2). The mean gain scores of

first born boys was 65.2, while that of first born girls was only 38.0. The largest

mean gain score was in the age group 9-10 years, followed by 11-12 years, and 7-8

years. Provision of abundant resources served as a catayst for creating potential. It

implied that every child should have access to a wide range of materials on a variety

of subjects. The study supports the view that special provisions to enhance

creativity and education of gifted children opens channels for creativity to develop.

Indian schools must seriously consider broadening the curriculum to include

handicraft, clay modelling, fine arts like music, dance, painting,drama, creative

writing, etc.


31

Human Development/ Physical Growth/ Language Development

Abrol, Usha, et al. (2001).

A cross sectional study of psycho-social development of children : a report.

Bangalore : NIPCCD. 115p.

Key Words: 1.HUMAN DEVELOPMENT 2.PSYCHO SOCIAL DEVELOPMENT 3.DEVELOPMENTAL NORM

Abstract: The objectives of the study were to establish norms of development in

major areas of behaviour viz. cognition, social-emotional and motor in the age groups

2-6 years and to examine differentials in development of children in relation to sex,

socio-economic status and rural urban background. 803 children from rural and

urban areas of Rohtak comprised the study. The family profile of the children

covered caste, type, size, number of children, educational status of parents,

occupation of parents and monthly income of the family. Data revealed that 90% of

the children spoke one language and had pre-school experience of anganwadis or

private nurseries. 67% children had normal nutritional status and the rest were

mildly malnourished. Motor, cognitive and personal social development were found to

be closely inter-linked and inter-dependent. Children going to private fee paying

nursery schools were found to be advanced in many abilities especially cognitive

ability, compared to those with no pre-school exposure, or those with experience of

government run nurseries or anganwadis. Most of the children were found to be

quite slow in counting, audio-visual integration, handling of a writing tool, etc.

Children with mothers who had a little higher education (class ten+) were

developmentally ahead of those whose mothers had little or no education.

Significant differences were observed between children having normal nutritional

status and those in grade I & II malnutrition. Malnutrition affects development in

an indirect way so far as cognitive abilities are concerned. Urban children were at

par with children from other countries and rural children were far behind both,

urban Indian children and children from Japan. Indian children were much slower in

counting, addition and subtraction compared to Western children. The study also

developed norms for Indian children for walking, running on a straight line, hopping

on one foot, ascending and descending stairs, holding writing tools, colouring within a

boundary, bladder control, bathing, dressing, awareness about identity, age, family

and community, number concept, etc.



32

Agarwal, K. N., et al. (2000).

Effects of massage and use of oil on growth, blood flow and sleep pattern in

infants. Indian Journal of Medical Research, 112 : 212-17.

Key Words: 1.HUMAN DEVELOPMENT 2.MASSAGE OIL 3.SLEEP PATTERN 4.INFANT GROWTH.

Abstract : Massage in the neonatal and infancy period has been practiced globally

and advocated by physicians over the years. Massage has been defined as the

manipulation of tissues systematically with the hands to produce effects, which will

help to restore and improve the body’s function and health. The present study was

undertaken to investigate if massage with oils commonly used in the community for

massage in infancy is beneficial 125 full term born healthy infants, 6±1 weeks of age,

weight more than 3000g were randomly divided into five groups. Infants received

massage with (i) herbal oil, (ii) sesame oil, (iii) mustard oil, or (iv) mineral oil daily for

4 weeks. The fifth group did not receive massage. The study tools were

anthropometric measurements; microheamatocrit, serum proteins, cretinine and

creatine phosphokinase levels; blood flow using colour Doppler and sleep pattern.

Results showed that massage improved the weight, length and mid-arm and mid leg

circumferences of children who had massage as compared to infants without

massage. However, in the group with sesame oil massage, increase in length, mid-arm

and mid-leg circumferences by 1.0 cm, 0.9 cm and 0.7 cm respectively was

significant. There was no change in microheamatocrit, serum proteins, albumin,

creatinine and creatine phosphokinase levels between both the groups. The femoral

artery blood velocity diameter and flow improved significantly by 12.6cm/sec, 0.6cm

and 3.55cm3/sec respectively in the group with sesame oil massage. Massage

improved the post massage sleep, the maximum being 1.62 hours in the sesame oil

group. Hence, it was concluded that massage in infancy improves growth and post

massage sleep. However, this effect is oil specific. Among the oils studied, sesame

oil appears to be better choice as a massage oil for infants.



33

Agarwal, K.N, et. al. (2001).

Physical growth assessment in adolescence. Indian Pediatrics, 38(11) : 1217-

35.

Key Words : 1.HUMAN DEVELOPMENT 2.PHYSICAL GROWTH 3.ADOLESCENCE 4.BODY MASS INDEX.

Abstract : Adolescence contributed more than 20% of total growth in stature and

upto 40-50% of body weight as somatic growth. The WHO Expert Group has

recommended that thinness as well as obesity should be evaluated by body

ponderosity indices, particularly BMI and skin fold thickness (triceps) and

subscapular). The present article described ponderosity indices [body mass index

(BMI) and ponderal index (PI)] and skin fold thickness (SFT)[ triceps, biceps,

subscapular and suprailiac] for affluent Indian School going adolescents. Cross

sectional anthropometric measurements were collected on 11,863 healthy boys and

7694 healthy girls aged 4-18 years study in classes 1-12 in public schools of 12 cities

of India. These children were from well to do families. BMI was calculated as

weight/ height2 (KG/m2) and Ponderal Index(PI) was computed as weight/

height3(Kg/m3) . Percentiles for BMI, height, weight and SFT were calculated in

relation to age and sexual maturity (breast development in girls and genital

development in boys). Results showed that BMI, PI and skin fold thickness (SFT)

were higher in girls. There was lower variability of these parameters with sexual

maturity rating (breast/ genital development stages) as compared to age ,

suggesting use of these indices in relation to sexual maturity for assessment of

adolescent growth. The study recommended pediatricians and endocrinologists to

use these indices for assessment of thinness and obesity in adolescent Indian

children, in relation to sexual maturity for the age.

Alim, Farzana. (2005).

Pattern of cognitive development in preschool children. Aligarh : Aligarh

Muslim University, Home Science Department. 2 p.

Key Words : 1.CHILD DEVELOPMENT 2.COGNITIVE DEVELOPMENT 3.COGNITIVE DEVELOPMENT IN PRESCHOOL CHILDREN 4.CONCEPTUAL SKILLS 5.PRESCHOOL CHILD.

Abstract : The present study attempts to find out the pattern of cognitive

development and sex differences in acquisition of cognitive development among

preschool children. The sample for the present investigation consisted of 100



34

preschool children (50 boys and 50 girls) from KG. To test the cognitive development

of children, Pandey’s Cognitive Development Test (1992) for preschoolers was used

to test the cognitive pattern in 6 areas, namely conceptual skills, information,

comprehension, visual perception, memory, and object vocabulary. The mean of

conceptual skills was more (34.06) in boys as compared to girls (31.34). The mean of

comprehension was more in girls (9.14) compared to that in boys (5.98). Moderately

significant difference was observed between boys and girls. On the basis of the

findings, it was concluded that boys and girls differed in comprehension and

conceptual skills, whereas no significant difference was found in information, visual

perception, memory and object vocabulary.

Bhargava, Shruti, ed. (2004).

Human development, early childhood care and education and family studies :

compendium of researches vol 5. Vadodara : MS Univ., Fac of Home Science,

Department of Human Development and Family Studies. 119 p.

Key Words : 1.HUMAN DEVELOPMENT 2.HUMAN DEVELOPMENT 3.INFANT DEVELOPMENT 4.ECCE 5.CHILD DEVELOPMENT 6.MOTHER INFANT INTERACTION 7.TELEVISION VIEWING 8.HOME ENVIRONMENT.

Abstract : The present study was done to assess the development pathway of

children. The specific objectives were to understand psychological dimensions of

development of self of 18-20 months infants with reference to self knowledge, self

control, empathy and performing responsibility tasks; language competencies of

infants in terms of vocabulary, expression and comprehension; and assess

differences in language development with reference to gender and ordinal position. A

sample of 20 infants for self-development and 20 infants for language development

from Hindu Gujarati families and their employed and non-employed mothers were

taken, and data was collected through observation of events that naturally occurred

and specific tasks designed to be performed by the infants. Regarding self-

development, infants showed self-recognition as they were able to distinguish self

from others. They could identify body parts but naming was not fully established.

Infants also showed self-conscious emotions like crying, shyness, feeling scared, etc.

They performed both self and object related tasks. In terms of verbal praise,

smiling and neutral behaviour was displayed more. They were capable of performing a

few tasks without adult instructions but approached the mother if they were not

able to do the tasks themselves. They showed more concern towards self and

empathy towards others. On language development it was found that infants were



35

better in identifying than naming persons or things around them. Most of the infants

verbally expressed their needs and wants, and the rest of their requirements were

expressed through gestures. Most of the infants spoke two words sentences, though

there were infants who made more use of action words than pronouncement of

adjectives. The study suggests that more tasks should be assigned and observations

are required to understand the development of self in infants. There is also need to

give more emphasis to vocabulary techniques which help in the language development

of infants.

Kale, Giteshwari and Bhargava, Shruti. (2006).

Sounds to sentences : pathway of language development in 14-28 months

infants. Journal of the National Academy of Psychology, 51(1) : 12-18.

Key Words : 1.HUMAN DEVELOPMENT 2.LANGUAGE DEVELOPMENT 3.INFANT DEVELOPMENT 4.CHILD DEVELOPMENT 5.MOTHER CHILD INTERACTION.

Abstract : The present study examined the pathway of language development of

14-28 months old infants in terms of expression, comprehension and vocabulary.

Data was collected from Hindu Gujarati, middle class families (n=36) of Baroda,

through an observation guideline and an interview guideline for infants and mothers

respectively. Results showed that infants of age 14-16 months used a mixture of

verbal as well as non-verbal gestures to communicate. Pointing gestures were found

to peak at 16-18 months and were established in subsequent ages. The 18-20 months

period emerged as a transition period for language and development. It was found

that the use of gestures decreased considerably at 20-24 months and

communication was mostly verbal. Infants at the age of 24-28 months were found to

be using adult like language with extensive vocabulary. Most mothers (33) reported

that they started labeling objects before or when the child was one year old.

Majority of the mothers (28) mentioned that they talked to their infants in adult

language and substituted some words with simple words. Data showed that as infants

grew older more mothers started showing things, books, telling stories and rhymes.

Some mothers mentioned that they taught their babies specifically after 18 months.

The teaching methods used by mothers to reinforce language development of their

infants were repetition (21), verbal encouragement (6) and intonation to make

infants speak correctly (2). In the present study, it was felt that there is a need to

investigate the influence of variety of languages that an infant is exposed to even

before starting school.



36

Mayuri, K. and Madhavilatha, K. (2000).

Physical development of rural adolescents: a cross sectional study in Andhra

Pradesh. Man in India, 80(3-4) : 337-43.

Key Words : 1.HUMAN DEVELOPMENT 2.PHYSICAL DEVELOPMENT 3.ADOLESCENT-RURAL.

Abstract : The study was undertaken to find out physical development and

nutritional status of rural adolescents in Andhra Pradesh. 1453 adolescents (808

boys, 645 girls) comprised the sample of the study. Data was collected on weight,

stature, family background and nutritional status of children. Physical measurements

were compared with ICMR and NCHS standards. Results showed that due to

poverty, lack of resources, ignorance of parents about proper child care practices

and inappropriate health care, rural adolescents measured less than both ICMR and

NCHS Standards for their respective ages. Boys fell 8-11 kg. below ICMR

standards and 8-16 kg. below NCHS standards, while girls fell 8-9 kg. below ICMR

standards and 8-12 kg. below NCHS standards for weight. They were found to be

in satisfactory nutritional status according to Body Mass Index (BMI).

Majority of rural adolescents were in the normal nutritional status category. More

boys were found to be in the moderately malnourished category than girls,

indicating that girls’ health status in rural families was better than that of boys. On

the Stature measure, adolescent boys and girls fared much better when compared

to ICMR and NCHS Standard as stature was more a product of genetic factors. The

study recommended that some interventions may be taken to improve the health

status and quality of life of rural adolescents.



37

Chaudhari, Sudha, et al. (2008).

Growth and sexual maturation of low birth weight infants at early

adolescence.

Key Words : 1.HUMAN DEVELOPMENT 2.ADOLESCENCE 3.GROWTH 4.PHYSICAL GROWTH 5.LOW BIRTH WEIGHT 6.SEXUAL MATURITY 7.GROWTH AND DEVELOPMENT.

Abstract : Nearly 33.3% neonates born in India have low birth weight (LBW) and a

large percentage of them are small for gestational age (SGA). SGA children have a

seven fold increased risk of growth failure and their final height is said to

contribute to 20% of the short adult population. This study is part of an on-going

longitudinal study of infants born in the late eighties with birth weight less than

2000g. This study describes the growth and sexual maturity at 12 years of non

handicapped children with birth weight less than 2000g. There were 180 children

with birth weight less than 2000g, 78 females and 102 males. Of these, 147

(81.29%) were preterm and 33 (18.8%) were full term babies. There were 106 SGA

children, of whom 73 were preterm and 33 were full term. The cohort was

essentially divided into four groups preterm SGA (73), full term SGA (33), preterm

appropriate for gestational age (AGA) (74) and full term AGA (90), and the latter

served as control group. In this study there was no difference in the socio-

economic status of the study and control groups. The preterm SGA children (males

and females) were shorter and had smaller heads. As far as weight was concerned

preterm SGA males were lighter than SGA females. Among AGA preterm children,

only males had smaller heads. The sitting and standing height was not

disproportionate in any of the four groups. There was no difference in the sexual

maturity in all the groups for both sexes and no difference in the age of menarche

in females. All four parameters of adiposity showed that none of the low birth

weight children were in the obese range. There was a correlation between head

circumference and IQ. The preterm small for gestational age children, who had the

smallest head circumference, also had the lowest IQ. It was concluded that preterm

SGA children were shorter, lighter and had the smallest head circumference and

also had the lowest IQ. Mother’s height and weight was an important determinant of

height and weight of children at 12 years.



38

Thakar, Hirendra G., et al. (2000).

Physical growth standards for urban adolescents (10-15 years) from South

Gujarat. Indian Journal of Community Medicine, 25(2) : 86-92.

Key Words : 1.HUMAN DEVELOPMENT 2.ADOLESCENT 3.PHYSICAL GROWTH. 4.BODY MASS INDEX 5.ANTHROPOMETRIC MEASUREMENT 6.GROWTH STANDARD.

Abstract : 2250 children (1092 boys and 1158 girls) from 12 primary schools of

Surat city were examined to record age, weight, height and BMI to calculate the

mean standard deviation and the percentile values, and to compare these values

with ICMR and NCHS standards. Appraisal of nutritional status adjudged by the

weight, height and BMI revealed that the median parameters of the population were

comparable to the ICMR standards but were far below the percentiles of NCHS

standards. Girls showed better nutritional status in terms of "weight for age" and

BMI than boys. After 13 or 14 years of age a little slowing down of growth was

observed. Regression equations to calculate the weight and height for a given age

and sex have also been constructed.


39


Nair, M.K.C., Paul, Mini K. and John, Ramany. (2004).

Prevalence of depression among adolescents. Indian Journal of Pediatrics, 71(6) : 523-24.

Key Words : 1.HUMAN DEVELOPMENT 2.DEPRESSION ADOLESCENT 3.SCHOOL DROPOUTS 4.COUNSELLING 5.ADOLESCENT 6.ADOLESCENT COUNSELLING.

Abstract : The study was undertaken to find out prevalence and pattern of

depression among school going, college going and school dropout students in

Thiruvananthapuram district of Kerala. The sample consisted of 914 adolescents of

whom 388 were school going girls, 430 school going boys, 80 college going girls and

16 school dropout girls. Questionnaires and Beck’s Depression Inventory (BDI)

technique was used. Results showed that severe depression was as high as 9.5% and

extreme depression was 1.7% among school dropout girls. Among school going girls,

severe and extreme depression was 2.6%, and 0.2% respectively. The percentage of

severe and extreme depression was 1.4% and 0.2% respectively among school going

boys. It was surprising that among college going girls depression ratio was nil.

School dropout girls faced high, severe and extreme depression, hence they need to

be specially targeted for future interventions. As these girls do not have

opportunities for meaningful social interaction, they should be provided

opportunities for the same. School going girls and boys should have access to group

counselling facilities within schools. For needy children, individual counselling

facilities should also be provided.

Patel, V. De Souza, N and Rodrigues, M. (2002).

Post-natal depression and infant HUMAN DEVELOPMENT in low income

countries : a cohort study from Goa, India. Alto-Porvorim, Bardez, Goa :

Sangath Society for Child Development and Family Guidance. 4 p.

Key Words : 1.HUMAN DEVELOPMENT 2.INFANT DEVELOPMENT 3.POSTNATAL DEPRESSION 4.DEPRESSED MOTHER 5.INFANT GROWTH 6.IMPACT ON INFANT 7.DEPRESSION.

Abstract : Postnatal depression (PND) is a recognized cause of delayed cognitive

development in infants in developed countries. The study was conducted in a



40

district hospital in Goa, with a catchment population of urban women living in the

town of Mapusa and rural women from neighbouring villages. A total of 171 babies

were weighed and measured at 6-8 weeks following birth. 37 babies had mothers

who were suffering from PND (22%) and 134 had mothers who were not depressed

(78%). The following data were collected from mothers at recruitment: socio-

demographic data, including maternal and paternal education; infant data

(prematurity, gender, birth weight, hospital admissions, sickness episodes); and

feeding history. Mothers were also interviewed using the Edinburgh Postnatal

Depression Scale (EPDS). Outcomes were measured at 6 months. Babies whose

weight and length fell below the 5th centile for age were considered to be

underweight and short for age respectively. Development Assessment Scale for

Indian Infants (DASII) was also used for the assessment of motor and mental

development of infants at 6 months. Postnatal depression (PND) was strongly

associated with being underweight at 6 months and with being short for age. Eighty

nine babies were examined using the DASII Scale. 43 babies were from the group

whose mothers were depressed and 46 babies were from the non-depressed group.

However, babies with depressed mothers were more likely to be underweight at

birth and had worse mental development scores. The limitation of the study was

that the population sampled was not representative of all mothers in the study area.

It excluded mothers whose pregnancies were complicated. Mothers choosing

private health care were also not included. Another limitation was that maternal IQ

was not studied. Breastfeeding problems were significantly more commonly

reported by depressed mothers. Top feeding before the 6-8 week review was more

common among depressed mothers. Early cessation of exclusive breastfeeding has

been identified as a key factor in infant undernutrition. Depressed mothers were

also emotionally unavailable to their babies. Findings of the study indicated that

postnatal depression was a cause of poor growth and development in a region of

South Asia. Brief counselling interventions could help in the prevention and

treatment of PND. Training on the recognition and management of postnatal

depression would serve the twin purposes of alleviating distress in mothers and

reducing the rates of poor growth.



41

Saxena, Mamta and Sharma, Neeraj. (2000).

Growing up with a mentally retarded child : a study of adolescent siblings.

Journal of Personality and Clinical Studies, 16(1) : 16-23.

Key Words : 1.HUMAN DEVELOPMENT 2.MENTAL RETARDATION 3.SELF ESTEEM 4.DISABILITY 5.ADOLESCENT 6.SIBLING 7.DISABLED SIBLING.

Abstract : Siblings are an integral part of most children’s social world. The

emotional ties between siblings are next only to those between parents and children.

The present study was conducted in 1997-98 to ascertain the sense of well being

among adolescents who had younger sibilings with mental retardation, to investigate

the current pattern of interaction between adolescent subjects and their mentally

retarded siblings and to study gender differences in the adolescents self esteem.

The sample comprised 15 adolescent siblings of mentally retarded children in the

age range of 12-18 years. Tools used for data collection were interview schedule,

Coppersmith Self Esteem Inventory, "My Siblings and I" Statements and Indoor

Games. The findings revealed that a majority of the subjects had a 'medium' level

of self esteem. Their sense of identity was not negatively influenced by the

presence of disabled brother/sister. However, there was a significant difference in

the self esteem of boys and girls. Male siblings had higher self esteem than

females. The relationship between the two siblings seemed to be quite comfortable.

The adolescents were well adjusted in their sibling role and had accepted the

disabled sibling as an inseparable part of their lives. Peer relationship of

adolescents subjects were not altered by the presence of disabled sibling though

there were signs of latent shame associated with having a 'different' sibling. A

majority of subjects expressed their willingness to take future responsibility of the

child. Various factors that seemed to be facilitating the adjustment of subjects

were: extended family support system, mother as the primary care giver,

independent mobility of the child, awareness among the subjects regarding

limitation of the siblings.


42

Parenting

Gulati, Shalu. (1995).

Parent adolescent communication as related to family satisfaction and

marital adjustment. Chandigarh : Govt Home Science College Chandigarh,

Deptt. of Child Development. 1 p.

Key Words : 1.HUMAN DEVELOPMENT 2.PARENT CHILD RELATIONSHIP 3.COMMUNICATION IN THE FAMILY 4.FAMILY RELATIONSHIP.

Abstract : The present study was conducted in Chandigarh to assess parent

adolescent communication in relation to family satisfaction, and marital adjustment.

A sample of 100 respondents 15-19 years of age and their respective families, i.e.

fathers and mothers, were taken for the study. Respondents belonging to middle

socio-economic status group were taken, which was assessed with the help

Kuppuswamy's Socio-Economic Status Scale (urban revised). Satisfaction as

perceived by different family members, communication amongst members and

adjustment in marriage as perceived by parents was assessed with the help of

Family Satisfaction Scale (Olson and Wilson), Parent-Adolescent Communication

Scale (Barnes and Olson) and Marital Adjustment Questionnaire (Pramod Kumar and

Rohtgi) respectively. Results showed that although there was no difference among

the members in family satisfaction, girls were more open in communication with

their mothers than boys. Similarly mothers also perceived better communication

with their daughters than sons. Overall it could be seen that there was a significant

positive relationship between family satisfaction, marital adjustment and parent

adolescent communication.

Parenting


43

Shastri, Jigisha and Mendiratta, Ankita. (2006).

Children attributes : what parents like and dislike in their young children ?.

Journal of the National Academy of Psychology, 51 (1) : 45-48.

Key Words : 1.HUMAN DEVELOPMENT 2.CHILDREN'S ATTRIBUTES 3.ACHIEVEMENT 4.CHILD PARENT RELATIONSHIP 5.PARENT CHILD RELATIONSHIP.

Abstract : Parental ideas regarding a child’s development operate within a border, a

cultural belief system, particularly of shared beliefs, values and practices. The

present study explored the attributes parents like and dislike in their 3-3.5 years

old children in Baroda. A sample of 74 parents of 33 girls and 41 boys participated in

the study. Results showed that parents listed 158 attributes describing their

children, which were categorized into four groups that were attributes of

relatedness, personality attributes, the attributes of achievement and ability, and

attributes of socially acceptable behavior and habits possessed by the children. Of

those 158 attributes, 46.2% attributes were positive description of children and

53.79% were negative descriptions. Of the 73 (46.20%) positive attributes which

were liked by the parents, maximum attributes described relatedness (36.9%) like

child being social, interactive, affectionate, friendly, kind hearted, respectful,

expressive and responsible; 31.5% mentioned personality attributes that is child

being disciplined, independent, intelligent, curious, and punctual; 26.78% described

attributes of ability and achievement, that is child being creative, competent, good

in academics, inclined towards school, etc; and a small percentage (27.8%) of the

attributes described were related to socially acceptable behavior and good habits.

Of the 85 (53.79%) negative attributes that parents disliked in their children,

maximum were personality attributes (50.58%) such as the child being selfish,

stubborn, ego-centric, disobedient, demanding, etc; 34.11% parents described

attributes of social misbehavior and bad habits in their child; 11.76% mentioned

attributes of lack of ability and achievement, that the child refused to attend

school, disliked school and had poor writing skills; and a small percentage (3.52%)

mentioned attributes of relatedness like not sharing, fighting, harassing others, etc.

The attributes of children described by parents helped researchers to understand

what parents value in their children. This in turn will reflect in their child rearing

practices and the goals they will set for their children.


44

Self Esteem

Katyal, Sudha and Neelam. (2001).

Self esteem and differentials in parental discipline. Social Welfare, 48(1) : 16-18.

Key Words : 1.HUMAN DEVELOPMENT 2.SELF ESTEEM 3.GENDER DIFFERENTIAL 4.PARENTAL DISCIPLINE.

Abstract : The study determined the gender differences in parental disciplinary

practices and self esteem in children. 100 boys and 100 girls were selected

randomly from Government schools of Faridabad. Results revealed that majority of

the boys, girls and total sample had moderate self esteem (74%, 77% and 75.50%)

respectively. Among boys it was followed by high self-esteem (24%) and among girls

it was followed by low self esteem (13%). Majority of the boys (89%) perceived

their parental disciplinary practices positively and so did girls (81%). The mean

scores of boys for self-esteem were found to be higher than that of girls. Boys

were taught to "go ahead" and "stay cool" which enhanced their self esteem,

whereas girls were taught to do what society demands, be compliant and socially well

adjusted. The study had special implications for parents, teachers and counsellors

who are interested in the growth and development of children.


45

Sibling Care

FORCES, New Delhi. (2002).

Sibling care : a status report from the slums of Delhi : bachchon ko

sambhalte bachche. New Delhi: FORCES. 31 p.

Key Words : 1.HUMAN DEVELOPMENT 2.SIBLING CARE 3.CHILD CARE 4.WORKING MOTHERS 5.SLUM CHILDREN 6.CRECHES 7.DELHI

Abstract : Lakhs of children residing in the jhuggi bastis (slums) of Delhi have suffered from several problems related to health, sanitation, drinking water,

education, etc. The present study was done in 17 bastis of Delhi to highlight the denial of child rights of both the sibling care givers and the young children, and to

present the picture of neglect by the government and civil society towards the issue

of lack of support services for early childhood care and development. Data was

collected through group discussions with women and children, and general

information was also gathered from these bastis (New Ashok Nagar, Nizamuddin, Kirbi Place, Jawalapuri, Jagdamba Camp, Nangloi A Block, Banuwal Nagar, Mangol Puri

F G Block, Sanjay Camp, New Mazdoor Camp, Nand Nagari Extension Part-I, Udyog

Nagar Part-II, New Sham Nagar, Indira Camp No. 3 Vikaspuri, Yamuna Pushta,

Rohini Extension Sector 25, and Dwarka Sector 16 A). The study found that in most

bastis basic facilities (e.g. dispensaries, schools, anganwadis, open playground area, etc.) were seen only in the pucca (permanent) settlements. Out of 17 bastis only in Nizamuddin (E) basti, 7 anganwadis were found working, whereas in resettlement

colonies like Nangloi (A Block), Sunder Nagri (Extn.), Mangol Puri (F/G Blocks) and

Neb Sarai, which were kuccha (non-permanent) settlements, these services were not available. The facility of government run crèches was not available even in a single

basti. In these bastis, non-government organizations (NGOs) were providing crèches services for working mothers. It was noted that many children from poor families

had dropped out from school at primary and middle school levels, and worked either

in lowly paid jobs or took care of their younger siblings at home and helped in

Sibling Care


46

domestic chores. More than 85% women who worked had home-based child birth

with the help of traditional birth attendants (dais). It was found that in kacchi bastis and jhuggi settlements there was one water source per 200 households. Majority of women mentioned that their age at marriage was between 13-18 years,

and their age at first child birth was between 15-17 years. On an average, women

were pregnant 5-8 times and there were 3-7 child births per women. Almost all

women reported poor health after successive child births. In all the households

where women’s earnings were crucial to meet the family needs, the women returned

to work as early as 5-7 days after child birth or took leave for 20-25 days, at the

most. Because of the working status of women they could not exclusively

breastfeed their infants for more than a month or two. Negligible facilities for

early child care in all bastis was the focal point of all group discussions. About 80% of the women desired that their daughters should receive education upto 8th Class,

but all of them felt that their sons should study upto 10th or 12th Class. Almost all

women felt that girls should be married at the age of 17-18 years or more and sons

should be married only when they were able to bear the economic burden of the

family. Most children stated that they were shouldering household responsibilities

including the task of looking after their younger siblings when their mothers went

out for work. Children articulated the need for support services to lessen their

burden of child care responsibilities. There is a need for all individuals, groups, and

institutions working on child rights and women issues to be more pro-active in

demanding better services and entitlements for young children and working women

in the unorganized sector.

Documents

Research Abstracts on Human Developmentnipccd.nic.in/reports/rahd.pdf · Research Abstracts on Human Development 1998 – 2009 2010 Documentation Centre for Women and Children National