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首页> 外文期刊>Journal of Human Ecology >Comparative Study of Cognitive Development of ICDS and Non-ICDS Children (3-6 Years)
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Comparative Study of Cognitive Development of ICDS and Non-ICDS Children (3-6 Years)

机译：ICDS和非ICDS儿童（3-6岁）认知发展的比较研究

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The present research has been conducted with the objectives of comparing the cognitive development of ICDS and non-ICDS children (3-6 years), to find out the mean age at which the cognitive abilities viz. verbal, identification, recognition, comparison /discrimination, achievement/performance, thinking, memory and perceptual abilities- auditory discrimination, olfactory, discrimination and taste discrimination develop and also to study the role of non-formal pre-school education in the cognitive development of children. 60 ICDS and 60 non-ICDS children were selected from Kathua district, J&K using purposive sampling technique. For data collection Cognitive Development Scale was used. Results of the study revealed that cognitive abilities are increasing with an increase in the age of children and there is a significant difference in the ICDS and non-ICDS children. The overall cognitive ability of children from 3 to 6 years has increased with age and these abilities were already developed to some extent between 3-3 1/2 years. Non-formal pre- school education component of ICDS has played a vital role in enhancing the cognitive abilities of children. As results are more inclined towards ICDS children.
机译：进行本研究的目的是比较ICDS和非ICDS儿童（3-6岁）的认知发展，以找出认知能力的平均年龄。语言，识别，认可，比较/歧视，成就/表现，思维，记忆和知觉能力-听觉歧视，嗅觉，歧视和品味歧视得到发展，并研究非正规学前教育在儿童认知发展中的作用孩子们。使用有针对性的抽样技术从J＆K Kathua区选择了60名ICDS儿童和60名非ICDS儿童。为了进行数据收集，使用了认知发展量表。研究结果表明，认知能力随着儿童年龄的增长而增加，而ICDS和非ICDS儿童之间存在显着差异。 3至6岁儿童的整体认知能力随着年龄的增长而增加，并且这些能力在3至3 1/2岁之间已经有所发展。 ICDS的非正规学前教育部分在增强儿童的认知能力方面发挥了至关重要的作用。结果更倾向于ICDS儿童。

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