An Investigation Of Curriculum Relevancy With The Cognitive Development (Number Conservation Ability) During Early Childhood Education

The study was aimed at observing the number conservation ability of Early Childhood (Pre-primary children) to test the Piaget’s theory of cognitive development. The major objective of the study was to investigate the relevance of curriculum with cognitive development of Early Childhood (Pre-primary)...

Full description

Saved in:
Bibliographic Details
Published in:Journal of early childhood care and education 2017-01, Vol.1
Main Authors: Ayaz, Ahmad, Tabassum, Rabia, Farooq, R A
Format: Article
Language:English
Subjects:
Chi-square test
Child development
Cognitive development
Curricula
Early childhood education
Elementary School Students
Mathematics education
National Curriculum
Number Concepts
Numeracy
Research Design
Young Children
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The study was aimed at observing the number conservation ability of Early Childhood (Pre-primary children) to test the Piaget’s theory of cognitive development. The major objective of the study was to investigate the relevance of curriculum with cognitive development of Early Childhood (Pre-primary) children. An empirical research design was used. All the government and private Early Childhood (Pre-primary children) of Khyber Pakhtunkhwa were population of the study. 240 students of pre-primary children were taken as a sample of the study. For data collection, observation sheets were developed. Statistical technique of chi-square was applied to analyze the collected data. It was found that primary school children of age 3 to 5 were not number conservers at any case. Hence it was concluded that Early Childhood (Pre-primary children) were not found to be number conservers which reflects that the level of number concepts (numeracy) given in National curriculum (Mathematics) ECE 2002 (3 to 5 years) was higher than the cognitive level of Early Childhood (Pre-primary children) and hence it was not found to be suitable (with respect to number conservancy) due to the non-conservancy of the Early Childhood (Pre-primary children). It is recommended that the number concepts (numeracy) given in National Curriculum for Mathematics ECE 2002 (3 to 5 years) to be revised according to the cognitive level of Early Childhood (Pre-primary children). It should be reviewed on the basis of indigenous research studies.
ISSN:2616-7557
2616-7565