The Impact of Early Child Care and Development Education on Cognitive, Psychomotor, and Affective Domains of Learning
Phub Dorji, Chencho Gyeltshen, Geeta D. Sanyasi, Phub Sithub, Tenzin Dema, . Yangzom, Yeshi Choden
Asian Journal of Education and Social Studies · pp. 29–38 · Published 29 Oct 2020
10.9734/ajess/2020/v12i130303Abstract
Aims: This study examined the impact of early child care and development (ECCD) education on psychomotor, affective and cognitive domains of learning in elementary school students. Study Design: This descriptive study employed qualitative and quantitative methods. Place and Duration of Study: The study was conducted in five schools under Chukha Dzongkhag for a period of one year (2019-2020). Sample: This study involved a survey of teachers and observation of students in 5 schools of Chhukha district. Seventy three teachers were selected to fill out the questionnaire using homogenous sampling technique and 6 students were selected as participants for observation using simple random sampling technique. Methodology: Quantitative data were gathered through questionnaires, and documents and artifacts while qualitative data were gathered through observation for this descriptive study. The data collected from questionnaire, document and artifact and observation were triangulated to facilitate validation of data through cross verification and strengthen the findings of the study. Results: The results indicated positive impact of ECCD on elementary school students’ academic performance. In particular, the analysis revealed that ECCD education has the highest level of impact on students’ psychomotor performance, followed by affective and cognitive performance. Conclusion: In view of these findings, the researchers recommend the ECCD education programme developers and instructors to look for a balanced curriculum that ensure equal development of cognitive, affective, and psychomotor domains of learning.
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