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THE COMPARATIVE STUDY OF THE VARIOUS TEACHING

ACTIVITIES IN SELECTED PRESCHOOLS AT HAMIRPUR TEHSIL
(U.P) INDIA: A COHORT STUDY
Dr. Kamlesh Rajput*

In terms of human development, the importance of early childhood education cannot be underestimated.
Early child development is seen as a critical framework for lifelong learning and learning, including cognitive and
social development. The study was conducted in one district, Hamirpur, Uttar Pradesh. Objective: The researcher
sought to define perceptions of the engagement of teachers and parents, physical facilities, teaching aids, book
preferences influencing the standard of pre-school education. Methodology: The retrospective analysis was a
cohort study. It was performed in Hamirpur District by four separate tehsils for pre-school children 3-4 years after
the pre-school principal had been given permission. All data was obtained by using a self-structured
questionnaire cum interview process. Finding: A statistically relevant measure was taken at level P <0.05. No
significant differences in the mean score of physical facilities were observed in Rath and Hamirpur tehsils in the
mean score of the teacher-child relationship, no substantial differences were observed in the mean score of the
study method between the schools of Moudaha with Sarila and Rath tehsils and Sarila with Rath tehsil. There have
been important differences in the mean book preference score between the Rath and Hamirpur schools.
Conclusion: Based on the findings of the report, parents and educators should remember to have a motivating
learning environment for pre-school children. Provides an enhanced immersive learning environment in
preschools.
Keywords: preschools, physical facilities, teaching aids, study methods, book preferences, parent involvement,

Introduction age group 1 to 6 years of age are expected to develop

and expand as preschoolers in the field of academics.
Preschool is an early education environment in
To provide a holistic development similar to cognitive,
which children incorporate learning with playing in a
social, expressive and interactive skills or, in general,
programme run by highly trained adults. Children are
to the development of children with a variety of
most often enrolled in preschool between the ages of
maturities and knowledge in a child, such as
three to six, although some schools can be attended by
considerable, emotional, exciting, mental, ethical, fine
as young as two (Vikram & Chindarkar, 2020).
motor, gross motor, verbal communication, education,
Darling-Hammondet al. (2020) explained that Pre-
admiration, reaction, etc., with other individuality built
primary education can be described as "a collection of
up at this point. Promoting an intelligence of self-
knowledge along with skills and experience, as well as
determination and an encouraging personal
behavioural rules that are important for effective
resemblance among the general public is also rising. To
management in daily life and at school." This is
take care of the approval and appreciation intended for
obtained by a child care institution. Children under the
others in the light of the value for adults and the

*Assistant Professor, B.N.V, P.G College, Rath (Uttar Pradesh, India)

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affection for youngsters produced among the children.
Prabha et al (2019) described that pre-primary school
– Pre-primary education in India is offered to children
between 3 and 6 years of age through kindergarten,
play way or playschool. These schools have different
terms for different grades, starting with – Pre-Nursery,
Nursery, KG, LKG (Lower Kindergarten) and UKG
(Upper Kindergarten).According to the 2011 census,
there were more than 16.5 crore children in the 0-6 age
group. In this segment of the population, there were
some 33,000 pre-schoolers in India as of 2015. These
figures could only have gone up. It is also unsurprising
that the pre-school sector is booming in India. It
contributes around USD 32 billion to the GDP of the
country[ 4]. This study conducted to examine the
relationship between teacher and child relationship,
physical faculties, the method used for teaching,
children parent involvement, teaching aid used in
teaching, book preferences.
Methodology
This study was conducted in the Hamirpur
district of Uttar Pradesh. In the first point, the
Hamirpur district of Uttar Pradesh was selected as
convenient to the investigator. The Hamirpur district
consists of four Tehsil districts, namely Moudaha,
Sarila, Rath and Hamirpur, all of which were selected
based on the need for research in the second level. A
multi-stage stratified random sampling technique was
Table 1: Mean score of physical facilities in selected preschools according to tehsil.
used to pick a sample. The Tehsil selected is made up
of 20-30 pre-schools. The investigator has prepared a
list of all preschools. After planning the preschool lists,
the investigator then randomly selected 15 preschools
each from the selected tehsil. Thus, 60 pre-schools (15
pre-schools each from Tehsil Moudaha, Sarila, Rath
and Hamirpur) were the knowledge unit for this report.
The investigator then received prior permission
from the principal of the selected schools to provide all
the information on the school. The investigator
approached the class teacher of selected pre-schools for
this reason. Self-structured questionnaire cum
interview used for data collection. This cohort study
was performed from 2008 to 2011.
Criteria for Sample Selecting:
1. The sample consists of pre-schools having
children of 3-4 years range.
2. Pre-school had at least 25 children.
Results and discussions
The objective of the present study was to
compare and evaluate the different activities in selected
schools according to Hamirpur tehsil (physical
facilities, teacher-child relationship, method of study,
parent participation, teaching aid use, book reference).

Statistical Values
Schools Physical Facilities
Tehsil
Moudaha Sarila Rath Hamirpur

No Mean SD t-test t-test t-test t-test

Moudaha 15 4.07 1.00 < 0.05 1.003 1.669 0.583
Sarila 15 3.73 0.85 < 0.05 < 0.05 0.874 0.443
Rath 15 3.40 1.19 < 0.05 < 0.05 < 0.05 1.230
Hamirpur 15 3.87 0.88 < 0.05 < 0.05 < 0.05 < 0.05
Total 60 3.77 1.01

Table1: depicts the mean tehsil score of physical
facilities ( Instructional facilities, Drinking water
facilities,in selected schools. The mean score of
physical facilities for the total selectedschools was
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3.77, which was higher in the schools of Moudaha
tehsil (4.07), followed by the schools of Hamirpur
tehsil (3.87) and the minimum (3.40) in the schools of
Rathtehsil.
Statistically, no major differences in the mean score of
physical facilities were observed between the schools
of Moudaha, Sarila, Rath and Hamirpur tehsils, even at
a 5% level of significance.
Manhas & A Qadiri (2010) observed observed from
the schedule reflect that none of the anganwadis had a
laundry area and only 26.6 per cent had toilet facilities.
Table 2: Mean score of parents involvement in selected schools according to tehsil.
On the other side, all the preschools were well
equipped with all of these services.
Dadid (2017) noted the 71.17% of teachers said
drinking water was not at all hygienic. The majority of
teachers use minor physical activities such as running,
running, outdoor sports, etc. Just 1.5% use indoor and
outdoor sports such as soccer, watching, slide, and
playing soccer.

Parents Statistical Values

Schools
Tehsil Involvement
Moudaha Sarila Rath Hamirpur
No Mean SD t-test t-testv t-test t-test
Moudaha 15 4.33 0.47 < 0.05 1.874 1.352 0.310
Sarila 15 3.93 0.68 < 0.05 < 0.05 0.254 1.052
Rath 15 4.00 0.82 < 0.05 < 0.05 < 0.05 1.420
Hamirpur 15 4.40 0.71 < 0.05 < 0.05 < 0.05 < 0.05
Total 60 4.17 0.71

Table 2 shows the mean score of parents Statistically, significant differences regarding
involvement in selected schools according to tehsil. the mean score of parents involvement were not
The mean score of parents involvement for the total observed between the schools of Moudaha, Sarila, Rath
selected schools was found to be 4.17 which was more and Hamirpur tehsils even at 5% level of significance.
in the schools of Hamirpur (4.40), followed by the
schools of Moudaha tehsil (4.33) and minimum (3.93)
was in the schools of Sarila tehsil.
Table 3: Mean score of teaching aids used in selected schools according to tehsil.

Statistical Values
Schools Teaching Aids
Tehsil Moudaha Sarila Rath Hamirpur

No Mean SD t-test t-test t-test t-test

Moudaha 15 3.00 0.89 < 0.05 2.402* 1.678 0.000

Sarila 15 2.27 0.77 < 0.05 < 0.05 1.010 2.665*

Rath 15 2.53 0.62 < 0.05 < 0.05 < 0.05 1.901

Hamirpur 15 3.00 0.73 < 0.05 < 0.05 < 0.05 < 0.05

Total 60 2.70 0.82

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 Table 3 demonstrates the mean score of
teaching aids used by Tehsil in selected schools. The
mean score of teaching aids used in the total selected
schools was 2.70, which was higher in the schools of
Moudaha and Hamirpur tehsils (3.00) each, followed
by the schools of Rath tehsil (2.53) and the minimum
(2.27) in the schools of Sarila tehsil.
Statistically, there were substantial differences
in the mean score of teaching aids between the schools
of Sarila with Moudaha and Hamirpur tehsils (p<0.05).
However, no substantial differences in the mean score
of teaching aids were observed between the schools of
Rath with Moudaha and Sarila tehsils and Rath with
Hamirpur Tehsil even at a 5% level of significance.
Rajapaksha (2015) reported that the majority (85 per
cent) of teachers strongly believe that the use of
teaching aids is significant, while 5 per cent of the
sample has no idea about it. 50 per cent of the sample
teachers reported that most of the time they used
teaching aids and 45 per cent occasionally used
teaching aids, while 5 per cent did not use teaching aids
at all.
Jadid (2017) has confirmed that 7.22% of teachers use
a combination practised in schools as a justification for
the focus on 3R, 22.89 percent of teachers have shown
that it is decided by the course of study/syllabus, and
the majority (67.46%) of teachers have responded to
the pre-school.

Table 4: Mean score of preference for books in selected schools according to tehsil.

Statistical Values
Schools Preference of Books
Tehsil
Moudaha Sarila Rath Hamirpur
No Mean SD t-test t-test t-test t-test
Moudaha 15 6.47 0.88 < 0.05 0.588 1.659 0.602
Sarila 15 6.27 0.98 < 0.05 < 0.05 1.057 1.141
Rath 15 5.87 1.09 < 0.05 < 0.05 < 0.05 2.153*
Hamirpur 15 6.67 0.94 < 0.05 < 0.05 < 0.05 < 0.05
Total 60 6.32 1.01

Table 4 represents the mean book preference
score for selected schools based on Tehsil. The mean
book preference score for the total selected schools was
6.32, which was higher in the Hamirpur Tehsil schools
(6.67), followed by the Moudaha tehsil schools (6.47)
and the minimum (5.87) in the Rath tehsil schools.
Statistically, there were substantial variations
in the mean book preference score between the Rath
and Hamirpur schools (p<0.05). However, no
substantial differences in the mean book preference
score between the schools of Moudaha with Sarila,
Rath and Hamirpur and Sarila with Hamirpur and Rath
tehsils were observed even at a 5% level of
significance.
Manhas & Qadiri (2010) evidently found
from data that most of the angelwadis (85%) did not
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give children's books, whereas most pre-school books
were available (75 percent ). Some of the anganwadis
(15 per cent) had books included in the Social Welfare
Department's education package, which included books
on literacy and numeracy.
Conclusion
The objective of this study was to identify
factors that affect skills among pre-school children.
Physical facilities, teacher-child relationship, study
method, parent involvement, use of teaching aids and
book preferences have been better identified in
Hamirpur tehsil. Most schools had an authoritarian
approach of teachers to children, followed by a
permissive approach. No school in the district had the
democratic and inconsistent approach of Teachers
towards children.
Conflict of Interest Statements
I declare that I have no conflict of interest at all.
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