International Journal of Advancements in Research & Technology, Volume 2, Issue 7, July-2013
ISSN 2278-7763
322
Influence of Pre reading And Pre writing Abilities of Pre school Students Intervention
on Knowledge And Teaching Skills of Their Teachers
Dr Veena Bhalerao1
Prof Vishala Patnam2
Abstract
A research study was carried out on randomly selected 40 preschool teachers from 10 private
preschools of Parbhani town. For enhancing pre-reading and pre-writing abilities of preschool
students, the intervention was designed and launched for educating the preschool teachers
comprising three days intensive training. It included demonstrations on various techniques,
case studies, exhibition and follow up visits once in two months, telephonic talks etc for
refining these teachers’ knowledge and teaching skills. To study the influence of intervention,
knowledge and teaching skills of teachers with regard to child education were reassessed after 9
months period. The collected data of pre and post tests were compared, analyzed and discussed.
The adopted practices by preschool teachers regarding pre- reading and pre- writing skills
indicated dearth need of creating awareness among teachers as well as parents about the
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scientific methods of teaching early childhood children so as to reduce ill effects of it on their
development. After receiving intervention on ECCE, highly significant improvement was
recorded in the knowledge and teaching skills of teachers about developing pre- reading and pre
-writing abilities in preschool students.
Introduction
Early childhood care and education is very critical in determining the child's cognitive,
physical, emotional, intellectual, and social development, which finally shapes his/her
personality. In the present times, the education component of preschoolers is being dealt in play
schools, montessories, kindergartens, etc as well as at home. During these vital early years of
life, learning of child takes place through play. Children begin to learn early literacy skills at
birth through everyday interactions such as sharing books, telling stories, singing songs, talking
to one another or pointing out and naming objects (Bohrer, 2005, Ghoting, 2006, DaimantCohen, 2007). The preschoolers, before starting academic readiness; opportunities must be
given to them to learn through first hand experience from his/her environment through play.
Before the child starts reading, it is essential to master certain skills like listening, building
vocabulary, expression etc. The continuous verbal exchange provides the child endless
opportunities for listening and talking which encourages their communication. Similarly a
young child who scribbles, gains control on lines as he practices it. With age, child draws circle,
symbol and so on by developing eye-hand coordination, control over arm and finger muscles
enabling him to write. However, several preschool and pre-primary setups are evaluating
------------------------------------------------------------------------------------------------------------------1 Assistant Professor, 2 Professor, Head and Associate Dean & Principal, College of Home
Science, VNMKV Parbhani
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International Journal of Advancements in Research & Technology, Volume 2, Issue 7, July-2013
ISSN 2278-7763
323
children by giving emphasis on formal reading and writing and then marks, ranks etc. Even if
suggestions are given by NCF (2005) about not adopting these practices, they actually do not
have alternate models and ideas for evaluation. All pedagogic efforts during the primary classes
greatly depend on professional planning and the significant expansion of Early Childhood Care
and Education (ECCE). Stefan Samuelsson etal ( 2007) found genetic and environmental
influences on pre reading skills in preschool and on early reading and spelling development at
significantly lower preschool print knowledge the end of kindergarten were compared among
samples of identical and fraternal twins from the U.S. (Colorado), Australia, and Scandinavia.
Mean comparisons revealed in Scandinavia, consistent with the relatively lower -amount of
shared book reading and letter-based activities with parents, and lack of emphasis on print
knowledge in Scandinavian preschools. The patterns of correlations between all preschool
environment measures and pre reading skills within the samples were remarkably similar, as
were the patterns of genetic, shared environment, and non-shared environment estimates: in all
samples, genetic influence was substantial and shared environment influence was relatively
weak for phonological awareness, rapid naming, and verbal memory; genetic influence was
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weak, and shared environment influence was relatively strong for vocabulary and print
knowledge.
Method
The research study was carried out on randomly selected 40 preschool teachers of 10 private
preschools from Parbhani town. For enhancing pre-reading and pre-writing abilities of
preschool students, the intervention was designed and launched for educating the preschool
teachers which was three full days intensive training on it. It included of demonstrations on
various techniques, case studies, exhibition and follow up visits once in two months, telephonic
talks etc for refining these teachers’ knowledge and teaching skills. The topics covered in it
were wholesome development and characteristics of preschoolers; essential preschool daily
activities and its time schedule; importance of quality reading & writing material; proper
classroom environment & furniture; role & responsibilities of effective preschool teachers;
detrimental effects of early and improper introduction of reading and writing skills on
development of children etc. To study the impact of intervention, knowledge and teaching skills
of teachers with regard to child education were reassessed after 9 months period. The collected
data of pre and post tests were compared, analyzed and discussed.
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International Journal of Advancements in Research & Technology, Volume 2, Issue 7, July-2013
ISSN 2278-7763
324
Findings
Table 1 Background variables of preschool teachers enrolled in the intervention
Preschool teachers’ background
variables
Educational level
HSC
HSC with D Ed
Graduates
Graduates with B Ed
Experience in ECCE
Less than 1 yr
1-2 yrs
2-4 yrs
Training in ECCE
Certificate course in ECCE
Montessori
Other
Age (yrs)
20-27
28-35
Percentage (40)
37.50( 15)
40.00(16)
17.50(7)
5.00(2)
47.50(19)
42.20(17)
10.00(4)
10.00(4)
30.00(12)
10.00(4)
62.50(25)
37.50(15)
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Figures in parentheses indicate frequencies
Table 2 Adopted practices of teaching by the teachers for educating their students in
preschools
Adopted practices
Percentage (40)
Focus only on 3 R’s
100.00( 40)
Formal teaching methods
100.00(40)
Improper planning & implementation of ECCE curriculum
100.00(40)
Untrained & inexperienced teachers
50.00(20)
No orientation to parents about ECCE
100.00(40)
Figures in parentheses indicate frequencies
Table 2 denotes adopted practices by preschool teachers regarding pre- reading and prewriting skills indicating dearth need of creating awareness among teachers as well as parents
about the scientific methods of teaching early childhood children so as to reduce ill effects of it
on their development.
The results in table 3, 4 and 5 indicate that after receiving intervention on ECCE, highly
significant improvement was recorded in the knowledge and teaching skills of teachers about
developing pre- reading and pre -writing abilities in preschool students.
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International Journal of Advancements in Research & Technology, Volume 2, Issue 7, July-2013
ISSN 2278-7763
325
Table 3 Impact of intervention on teachers’ knowledge and skills for developing
pre-reading skills in preschoolers
Pre-reading skills
Picture recognition
Percentage (40)
Pre test
Post test
37.50(15)
100.00(40)
Picture reading
50.00(20)
80.00(32)
2.96**
Picture matching
37.50(15)
70.00(28)
3.13**
First hand experience
20.00(8)
80.00(32)
6.70**
Identification of picture, object
55.00(22)
87.50(35)
3.37**
Introducing phonetic words
62.50(25)
77.50(31)
1.47 NS
Finger pointing while reading
10.00(4)
80.00(32)
8.85**
Repeating new word
20.00(8)
70.00(28)
5.19**
Clarity in pronunciation of new word
62.50(25)
87.50(35)
2.67**
Explaining newly introduced word
37.50(15)
82.50(33)
4.61**
Use of AV aids in teaching
10.00(4)
37.50(15)
3.00**
Use of various teaching aids for
developing reading skills
30.00(12)
55.00(22)
2.33**
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NS- Non Significant
‘z’ values
9.66**
**- Significant at 0.01 level
Table 4 Impact of intervention on teachers’ knowledge and skills for developing
Pre- writing skills in preschoolers
Pre-writing skills
Scribbling
Percentage (n-40)
Pre test
Post test
10.00(4) 42.50(17)
Drawing
62.50(25)
87.50(35)
2.67**
Crayoning
50.00(20)
75.00(30)
2.39**
Stringing beads
20.00(8)
50.00(20)
2.96**
Art & Craft ( Cutting, pasting etc)
70.00(28)
87.50(35)
1.89*
Emphasis on writing
87.50(35)
37.50(15)
5.37**
Use of quality writing material
37.50(15)
87.50(35)
5.37**
Inculcation of pre writing abilities
37.50(15)
75.00(30)
3.70**
Practice of giving home work
100.00(40) 70.00(28)
4.14**
*- Significant at 0.05 level
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‘z’ values
3.50**
**- Significant at 0.01 level
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International Journal of Advancements in Research & Technology, Volume 2, Issue 7, July-2013
ISSN 2278-7763
326
Table 5 Impact of intervention on knowledge and teaching skills of preschool
teachers regarding preschool students’ care, development and education
Reasons
Importance of early years
Characteristics of preschoolers
Rate of intellectual & language development in ECH
Timings of activities
Experiential learning
Multi sensorial teaching
Importance of appreciation
Importance of play & play way method
Provision of indoor & outdoor activities
Inclusion of songs & stories in daily activities
Competitions and examinations
Short & long term programme planning
Informal stress on 3 R’s activities
Thematic approach
Use of indigenous & waste material in teaching
Allotment of home work to preschoolers
Change of place for conducting activities
Use of actions & body language in story narration
Complete sentence reading for alphabet
Concern for full light, ventilation
& aeration in classroom
**- Significant at 0.01 level
Percentage (n-40)
Pre test
Post test
7.50(3)
100.00(40)
10.00(4)
100.00(40)
5.00(2)
100.00(40)
7.50(3)
75.00(30)
10.00(4)
70.00(28)
37.50(15)
62.50(25)
17.50(7)
100.00(40)
55.00(22)
95.00(38)
32.50(13)
80.00(32)
45.00(18)
87.50(35)
100.00(40)
62.50(25)
7.50(15)
67.50(27)
50.00(20)
87.50(35)
10.00(4)
30.00(12)
10.00(4)
47.50(19)
92.50 (37)
45.00(18)
17.50(7)
30.00(12)
42.20(17)
80.00(32)
10.00(4)
87.50(35)
30.00(12)
55.00(22)
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‘z’ values
23.05**
18.97**
27.56**
9.13**
6.92**
5.76**
13.97**
4.65**
4.94**
4.42**
4.95**
2.81**
3.88**
2.30**
4.01**
5.24**
1.38**
3.78**
10.80**
2.33**
Conclusion
Three days, need based intervention found to have good impact on knowledge and teaching
skills of preschool teachers for properly educating pre- reading and pre- writing abilities to
their students.
References
Bohrer, C. N. (2005). Libraries as early literacy centers. Public Libraries. 44(3), 127, 132.
Daimant-Cohen, B. (2007). First day of class: the public library’s role in school readiness, cited
in Children and Libraries. 5(1), 40-48.
Ghoting, S. N., & Martin-Díaz, P. (2006). Early literacy storytimes @ your library: partnering
with caregivers for success. Chicago: American Library Association.
NCF( 2005) National Curriculum Framework cited on http://www.ncert.nic.in
Stefan Samuelsson,
Richard
Olson, Sally Wadsworth, Robin Corley, John Defries, Erik
Willcut, Jacqueline Hulslander, Brian Byrne( 2007). Genetic and environmental influences on
pre reading skills and early reading and spelling development in the United States, Australia and
Scandinavia Linko¨ping University, Linko¨ping, Sweden; Stavanger University, Stavanger,
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International Journal of Advancements in Research & Technology, Volume 2, Issue 7, July-2013
ISSN 2278-7763
327
Norway; University of Colorado, Denver, CO, USA; University of New England, Armidale
Reading and Writing 20:51–75 Springer 2006 DOI 10.1007/s11145-006-9018-x
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