Training Disadvantaged Rural Children for Interpersonal Cognitive Problem-Solving Skills

Abstract

KEYWORDS Interpersonal cognitive problem solving; intervention; disadvantaged; preschool children ABSTRACT The present study was conducted with low income group disadvantaged rural preschool children in Hisar. Sixty children from two villages participated in the research. Children from Village 1 constituted the sample for Control Group; children from Village 2 constituted the sample for Experimental Group. These children were matched on the basis of their pre-testing scores. Pre-post, control-experimental research design was used. Intervention training was provided to Experimental Group children for a period of three months to promote their Interpersonal Cognitive Problem-Solving skills. Results of the present study indicate that, at post-testing, after intervention training, performance of experimental group children improved significantly, whereas, there was no improvement in control group children who did not receive any intervention.