An Investigation of Curriculum Relevancy with the Cognitive Development (Number Conservation Ability) During Early Childhood Education

Ayaz Ahmad, Rabia Tabassum, Rabia Tabassum, R A Farooq, R A Farooq

Abstract


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.

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