An Internationl Peer Reviewed

SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES

Feb-Mar,2023, vol-11/56

Impact Factor: 7.278

ISSN: 2348-3083

Date: 2023-04-01

SRJHEL FEB-MAR 2023, VOL-11/56

FEB-MAR , 2023 SRJHEL Vol-11/56

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EARLY CHILDHOOD DEVELOPMENT (ECD) IN INDIA: PROGRESS, CHALLENGES AND PROSPECTS

Abhishek Kumar Prajapati & Raj Kumar

Page No.: 13932 - 13948

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India has the largest child population in the world with 60 million children between the ages of three and six. The early childhood stage is globally recognized as a crucial stage of learning and cumulative brain development. Therefore, most democratic countries invested in the development of early childhood. Recently, the government of India launched National Education Policy-2020 and announced that quality early childhood care and education will be achieved as soon as possible, and no later than 2030. A number of initiatives have been taken by the Government of India for bringing quality at the early childhood stage in the form of policies, plans, laws and constitutional provisions. However, the status of child and maternal mortality rates in Indian states are still upsetting and quality ECCE is not available to crores of young children particularly children from socio-economically disadvantaged groups. This paper is an attempt to study the different child welfare laws, policies and schemes running in India along with their challenges and prospects. Towards the end of the paper, some major challenges are discussed with possible enablers to reach out to the holistic development of early childhood development in India. Key Words: Early Childhood Development, ICDS, ECCE in India, Prospects of ECCE, Challenges
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Anandalakshmi, S. (1985). Cognitive Competence in Infancy. ICSSR Research Abstracts Quarterly, XIV (1 & 2). B2B (2017). Child Development in India: Government Schemes and Initiatives. Retrieved from https://www.civilsdaily.com/child-development-in-india-government-schemes-and-initiatives/ Bhattacharya, A.K. (1981). Nutritional Deprivation and Related Emotional Aspects in Calcutta Children. Child Abuse and Neglect 5 (4). 467-474. Blok, H. et al. (2005). The Relevance of the Delivery Mode and Other Program Characteristics for the Effectiveness of Early Childhood Interventions with Disadvantaged Children, International Journal of Behavioral Development, 29, 36-37.
BALKANCHYA MOFAT V SAKTICHYA SHIKSHNACHA HAKKA ADHINIYAM 2009 SANDERBHAT PUNE SAHARATIL MARATHI MADHYAMACHYA SHALANI KELELY AMALBAJAVANICHA ABHYAS

Sau. Tikhe Neelima Narayan & Sau. Neeta Yashwant Chincholikar

Page No.: 13949 - 13958

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THE NEED OF REMOTE VOTING MACHINE IN INDIAN VOTING SYSTEM

Sushil Barman

Page No.: 13959 - 13965

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A day will come when the general public will not have to go to their polling stations to cast their votes. With the help of such a mobile phone, we can buy and sell goods and make money transactions. If we can cast our vote with the help of mobile phones then 100 percent people of India will be able to cast their own democratic rights. As an example it can be said that Estonia is a country in Europe where the general public can cast their vote through the internet. Alternatively, this voting system is in place in Switzerland and France through a pilot project. Some states in the United States and the Australian state of New South Wales allow members of the armed forces and the disabled to exercise their democratic rights through e-voting. So in terms of time the Election Commissioner of India has to go through the e-voting system if not today or tomorrow. Because the number of voting can be increased through this system. There is no more mentality of leaving your work and standing in long queues for hours at the polling station to cast your vote. So the best way to do this is e-voting system. Keywords- Polling stations, Transaction, E-voting, Election etc.
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Mahapatra, Anadikumar,(2019).Bharater Shasonbebosta O Rajniti Porichoy, Kolkata: Suhrid Publication. Laxmikanth, M. (2020). Indian Polity (2019). Chennai: McGraw Hill Education private limited. https://www.thehindu.com/news/national/election-commission-says-ready-with-remote-evm-which-will-enable-migrants-to-vote-outside-their-states/article66316385.ect. https://m.economictimes.com/news/how-to/remote-voting-for-migrants-whats-remote-electronic-voting-machine-how-rvm-works/articles how/9708920.coms? bal=3728
PREPARING STUDENTS FOR THE CHALLENGES OF 21ST CENTURY: THE CHANGING ROLES OF TEACHER

Poulami Mukherjee

Page No.: 13966 - 13976

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The 21st century world is changing rapidly. The new technologies help us to grasp all the information we want. We are facing a world in which communication and information revolution has led to changes in all spheres of life. On the other hand, it is also altering the relationship continuously and decreasing the stability of environment. To be competent in preparing the students of 21st century to face the future with self-confidence, responsibility and accountability, the crucial role of teacher cannot be overemphasized. Achieving the 21st century skills, information is not enough. To accumulate the right information and opt the right process, they have to rely on the teachers. The role of teacher is not of an instructor who just impart content-based knowledge but more of an orchestrator of information, giving students the ability to turn knowledge into wisdom. In this 21st century we address the teacher as the learner, the facilitator, the visionary and the collaborator. So, the roles of teacher are also changing with the changes occur in the universe. The present study intended to highlight the changing roles of teacher to prepare the students in this changing world of 21st century. This study is based on secondary sources like Articles, Books, Journals, Thesis, Expert opinion, and Websites. The method used here is Descriptive Analytic Method. Keywords: 21st century skills, changing world, challenges, roles of teacher.
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Bhattacharjee, B.& Deb, K.(2016) .Role of ICT in 21st Century’s Teacher Education. International Journal of Education and Information Studies,6,1-6. Dengerink ,J.,Korthagen,F.,&Lunenberg,M.(2014).The Professional Teacher Educator.Sense Publishers,Netherlands. Stronge,J.H.(2007). Qualities of Effective Teachers, Association for Supervision and Curriculum Development, Alexandria, Virginia. Shah,P.R.(2013). Challenges of 21st Century Education. International Journal for Research in Education,2,2,14-18. Hammond,L.D.(2006).Constructing 21st -century Teacher Education. Journal of Teacher Education,57,1-15.
READING MODERNIST POETRY IN THE TWENTY FIRST CENTURY INDIA: RELEVANCE AND DISSENSIONS

Ashish Pandey

Page No.: 13977 - 13988

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This paper analyses the importance of reading Modernist poetry in contemporary India. While Modernist Poetry continues to be taught at the undergraduate and postgraduate levels at various universities, some postcolonial researchers and scholars have argued against the teaching of British Modernist poetry in contemporary India, calling it ‘colonial hangover.’ This paper analyses the relevance and use of teaching and reading my modernist British poetry in contemporary India. Keywords: Modernist Poetry, fragmentation, alienation
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Bhabha, Homi. The Location of Culture. 1994. New preface by the author. New York: Routledge Classics, 2010. Chaudhuri, Amit. Clearing a Space, Reflections on India, Literature and Culture. New Delhi: Permanent Black, 2008. Chaudhuri, Amit., ed. The Picador Book of Modern Indian Literature. London: Macmillan, 2001. Kejriwal, Rohini. “‘I Like the Process of Writing Poetry to Be Play Rather Than Work’: Arundhathi Subramaniam.” Scroll.in, 16 Apr. 2017, scroll.in/article/834722/i-like-the-process-of-writing-poetry-to-be-play-rather-than-work-doodling-rather-than-penance. MacCabe, Colin. “Happiness and Poetry.” T.S. Eliot, Liverpool University Press, 2006, pp. 79–82. JSTOR, https://doi.org/10.2307/j.ctv5rdxnj.11. Accessed 27 Feb. 2023.
19 VI SATABDI KE BRITISH SHIKSHA NITIYO MAIN ADHYAPAK SHIKSHA

Akshay Kumar Sharma

Page No.: 13989 - 14003

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EMPOWERMENT AND EDUCATION OF TRIBAL WOMEN IN INDIA

Murram Kavitha & Y Anitha

Page No.: 14004 - 14015

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The tribal population in India, that constitutes 8.6% of India’s total population (per the 2011 census), is amongst one of the most disadvantaged due to a host of factors, such as poverty, illiteracy, malnutrition, health problems, geographic isolation and lack of access to services. Tribal women, comprising 47% of India’s tribal population, are deeply connected to their communities and possess a profound understanding of their ecosystem. Time and again, they have established their ability to effect behavioural change on the ground and proven to be powerful community influencers. Studies have shown that tribal women, as culture keepers and archivists of ancient tribal practices and traditional knowledge, also possess valuable insights on larger issues such as the climate crisis, forests, and sustainability. The tribal communities all over India have been subjected to various forms of deprivation such as alienation from land and other resources. The fact remains that a large number of tribal women have missed education at different stages and in order to empower them there is a great need of providing opportunities so as to enable them to assume leadership qualities for economic self-reliance and even social transformation. Education is an important human activity. It enriches the tribal women in the self development and as well as the society as a whole. Especially the tribal women, though they are away from the main stream of national life, but they are not kept away from the impact of socio economic changes effecting the society in general. In this process of change, the tribal woman is forced to adhere to certain norms which may even take away her freedom, her control over the traditional productive system, her house, family and children and even her own life. This paper discusses the empowerment strategies among tribal women. Key words: Empowerment, Education, Tribal Women.
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Ahmad, Mokbul Morshed (2006), ‘The NGO Debate in Development: A Review’ in M.C.Behra (ed), Globalising Rural Development, Sage Publications, New Delhi. APMAS (2009), “Report on Situation Analysis of Self-Help Group Movement in Bihar”.: APMAS, Hyderabad. Basu, Priya and Pradeep Srivastava (2005), ‘Exploring Possibilities Microfinance and Rural Credit Access for the Poor in India’, Economic and Political Weekly . Vol 40(17): pp1747 – 1756. Ghosh. D.K. (2005),‘Intervention in Poverty Alleviation-Scope and Reality’ in S.B. Verma and Y.T. Government of Tamil Nadu (2003), “Tamil Nadu Human Development Report,” Social Science Press, New Delhi.
SELF CONCEPT OF VISUALLY CHALLENGED STUDENTS IN RELATION TO THEIR PARENTS EDUCATIONAL QUALIFICATION

Md Amzad

Page No.: 14016 - 14022

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Self-concept is the mental and conceptual understanding. It is a persistent regard that sentient being hold for our own existence. Self Concept refers to self evaluation or self perception, and it represents the sum of an individual’s beliefs about his or her own attributes. Self-concept reflects how an adolescent evaluates himself or herself in domains (or areas) in which he or she considers success important. The present study was conducted on 100 visually challenged students from Hyderabad and Medchal districts of Telangana State. The result reveals that there was a significant difference in self concept among visually challenged students with respect to parent’s educational qualification. Key Words: Self Concept, Self Perception, Visually Challenged Students.
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Abid Hussain Ch (2006), “Effect of Guidance Services on Study Attitudes, Study Habits and Academic Achievement of Secondary School Students”, Bulletin of Education & Research, Vol. 28, No. 1, pp. 35-45. Aqueel Ahmad Pandith, Mudasir Hamid Malik, M.Y.Ganai (2011), “Academic achievement of hearing impaired, visually impaired and crippled secondary school students of district Baramullah, J&K.”, Researcher, vol.3(9), pp.1-4. Baldwin, S. A., & Hoffmann, J. P. (2002). The dynamics of self-esteem: A growth-curve analysis. Journal of Youth and Adolescence, 31, 101-113.
CREATIVE PROBLEM SOLVING ABILITY AMONG THE SECONDARY SCHOOL STUDENTS

Manisha Telang

Page No.: 14023 - 14028

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In today’s scenario of gadgets using applications and search of new ideas, the creative problem solving ability (CPSA) of a student acquires a new dimension for his future prospects. CPS is a proven method for approaching a problem or a challenge in an imaginative and innovative way. It is a key idea generation technique. The aim of this study is to analyse the CPSA of the students studying in the secondary school in Nagpur Division. The sample of study comprised of 1600 students drawn from ninth standard schools of Nagpur division. Descriptive survey method was used for data acquisition. A standardised tool “Creative Problem Solving Ability Test” was adopted by the researcher for this study. The results of this study revealed that the male and female secondary students from rural and urban locality differ in their CPSA. The Female students are found to be higher in their CPSA than the male students.
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Best, J.W. (1989) “Research in Education” Prentice Hall India Pvt. Ltd., New Delhi. Bhatnagar, Suresh & Saxena, Anamika. (2004) “Advanced educational psychology” Surya Publication, near Govt.Inter College, Meerut. Buch, M. B. (1974) “A survey of research in Education” Centre of Advanced study in Education, Baroda. Chauhan, S. S. (1987) “Advanced Educational Psychology”(6th ed) Vikas Publication House Pvt. Ltd, New Delhi.
BHARAT MAIN SHAIKSHANIK JAGRUKTA EVUM MAHILA ATM-NIRBHARTA ( VARTMAN PARIDRUSHYA)

Satyendra Singh

Page No.: 14029 - 14034

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NAARI SASHAKTIKARAN MAIN SHIKSHA KI BHUMIKA

Alok Krishna Dwivedi

Page No.: 14035 - 14044

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A LOOKOUT AT TRADITIONAL GAMES PLAYED BY TRIBES IN INDIA

Prof. Uttam R. Deulkar

Page No.: 14045 - 14048

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Traditional video games and sports activities can shape the spine of a network which might be the a part of intangible background and a image of the cultural variety of our societies. They also are an green way to carry values of solidarity, variety, inclusiveness and way of life which shape an imperative a part of countrywide and improvement strategies. Moreover, they mirror on exceptional cultural expressions, and create a bridge among cultures for a higher mutual comprehension. Most of the conventional video games and sports activities, expressions of indigenous cultures and methods of lifestyles contributing to the not unusualplace identification of humanity, have already disappeared and people which are surviving are threatened of approaching disappearance and extinction below the blended impact of globalization and harmonization of the wealthy variety of globalwide game background. Among many groups below agenda tribe in India like Santal, Munda, Lodha, Lepcha etc; Toto Community is one in every of them, stay in Totopara- a tiny Himalayan hamlet is located withinside the Jalpaiguri district, West Bengal, India. The village is located on the foothills of Bhutan-Himalayas alongside the Indo-Bhutan border in Indian Territory, the geographical place is at the Latitude 890 20’ and Longitude 260 5’. They additionally have a few extraordinary functions like others. Between the 1/3 and the 5th a long time of 19th century they needed to byskip thru a important time, except this with the dying in their aged human beings, their cultural background and conventional video games and sports activities additionally have disappeared nearly. But nonetheless now a few conventional video games and sports activities in their personal are remained, specifically- karam puja, gellachutt, tir-dhonuhkhela(archery), rope playing, mallyayouddha(wrestling), lota khela, stone throwing, dun-ggully, bejakhela etc. But those conventional video games and sports activities of Toto Community are much less practiced with the aid of using them, currently and those are nearly disappeared. the Toto network have additionally a awesome subculture and background. They have conventional video games and sports activities like-karam puja, gellachutt, tir-dhonuhkhela, rope playing, mallyayouddha, lota khela, stone throwing, dun-ggully, bejakhela, morogyouddha etc. Many of them were changed later and feature emerge as famous in India and in so many nations of the sector as well. Not most effective that, a number of them have were given region in Olympic Games, specifically Archery (tirdhonukkhela), Wretling (mallyayouddha), Shot put (stone throwing) etc.
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"Tribe Gaming Announces Samsung Mobile Partnership". Esports Insider. Tom Daniels. Retrieved September 12, 2022. "Tribe Gaming brokers partner with Ford Motors". Esports Insider. Retrieved April 17, 2022. " YouTuber Chief Pat forms Tribe Gaming , contributes to both Vainglory and Clash Royale " . 21 aprilo 2017. " Tribe Gaming Wins Razer 2017 Vainglory World Championship , Bags $70,000 in Prize Money " . 17 decembro 2017. " Clash Royale League : Introducing European and North American Teams ! " . ^ " Razer signs first US mobile sports sponsorship with Tribe Gaming " .1 . August 2018.
EMOTIONAL INTELLIGENCE OF FIRST GENERATION LEARNERS ENROLLED IN HIGHER SECONDARY SCHOOLS IN KASHMIR

Rakhshanda Lateef & Najmah Peerzada

Page No.: 14049 - 14056

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The aim of the study was to assess the emotional intelligence of first generation learners enrolled in higher secondary schools in Kashmir. The sample for the present study consisted of 800 higher secondary school students (400 male and 400 female) perusing their education in different higher secondary schools of Kashmir valley. The sample was selected randomly to ensure that each unit of the population was having equal chance of being selected. Emotional Intelligence Scale prepared by Anokool Hyde, Sanjyot Pethe and Upinder Dhar (2001) was used to measure the Emotional intelligence of first generation higher secondary school students. The scale consists of ten factors these are: self-awareness, empathy, self-motivation, emotional stability, managing relations, integrity, self-development, value orientation, commitment and altruistic behaviour. The study was found that there is significant mean difference between male and female First Generation Higher Secondary School Students on overall scores of Emotional Intelligence. Also the study was found that male students have better emotional intelligence as compare to female students. Keywords: Emotional Intelligence, First Generation Learners, Higher Secondary Schools, Kashmir
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Bar-On, R. A. (2010). Emotional ?ntelligence: An ?ntegral Part of Positive Psychology. South African Journal of Psychology, 40(1): 54-62. Bloom, F., Nelson, C.A. and Lazerson, A. (2001). Brain, Mind and Behavior, Third Edition. Worth Publisher. Chan, D. W. (2006). Emotional Intelligence And Components Of Burnout Among Chinese Secondary School Teachers In Hong Kong. Teaching and Teacher Education, 22(8): 1042-1054. Cherniss, C. (2010). Emotional Intelligence: Toward Clarification of a Concept. Industrial and Organizational Psychology, 3(2), 110-126.
AGGRESSION AMONG SENIOR SECONDARY SCHOOL STUDENTS IN RELATION TO THEIR RESIDENTIAL BACKGROUND

Promila & Devender Kumar

Page No.: 14057 - 14064

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The consequences of hostility and aggressiveness continue to be a burden on not only the perpetrators and victims but also on the development of human societies at large. Administrators, teachers, and parents seek points of intervention for aggressive behaviour with the goal of making schools more stable places of peace. Understanding the causes of hostility and aggressiveness and controlling it are therefore important concerns in the social science research agenda. Among the causal 1actors responsible for aggression, various models acknowledge the contribution of individual characteristics, the family, the community, and situational factors to the expression of aggressive behaviour. If we evaluate the present education being imparted to our students, we find that it is defective in evaluating the values of life, and in the absence of the permanent values of life, the student generally behaves in a disciplined way. The indiscipline among students especially in the schools is due to aggression. For this study requisite data was collected randomly from the senior secondary school students on the day of data collection. The sample of the present investigation was included only adolescents studying in senior secondary schools of two districts (Mandi and Kullu) of Himachal Pradesh. To study residential background-wise difference among senior secondary school students.
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Adeoye-Abgoola, D.I. and Evans, H. (2015). The Relationship Between Anxiety and Academic Performance of Postgraduate International Students in a British University: A Cross-Sectional Quantitative Design. Science Journal of Public Health, 3(3), 331-338. Aggarwal P. & Bihari S. (2014). Aggression and Academic Achievement of Secondary School Students. Bhartiyam International Journal of Education & Research, 4, (1), 1-13. Hashemian P., Mashoogh N. & Jarahi L. (2015). Effectiveness of Music Therapy on Aggressive Behavior of Visually Impaired Adolescents. Journal of Behavior and Brain Science, 5, 96-100
EFFECT OF LIFE SKILL TRAINING ON MENTAL HEALTH AMONG B.ED. INTERNS IN RELATION TO THEIR IMPULSIVE BEHAVIOUR

Parwinderjit Kaur & Ms. Manpreet Kaur

Page No.: 14065 - 14073

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The present study aimed to examine the effect of life skill training on mental health among B.Ed. interns in relation to their impulsive behavior. This is an experimental study conducted on two groups: control and experimental using pretest- posttest design. The sample of the study constituted 120 students studying in B.Ed. course of Amritsar district of Punjab, India. Before implementing the life skill training, the two groups experimental (N=60) and control group (N=60) were formed using pretest-posttest research design. The experimental group received life skill training for 10 days (One session per day and 30-35 minutes each session). The control group did not receive any training sessions during the same period. Mental health and impulsive behaviour in both groups were assessed by Mental Health Battery (Singh & Gupta, 2012) and Impulsiveness Scale (Rai & Sharma, 2013) respectively pre- and post-training. Results indicated the positive effect of life skills training on mental health of B.Ed. interns. This study also revealed that the impulsive behaviour of the students had a significant impact on the mental health of B.Ed. interns. Keywords: Life Skills, Mental Health, Impulsive Behaviour
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Smith, E.A. (2004). Evaluation of life Skills training and Infused-life Skills Training in a rural setting: outcomes at two years. Journal of Alcohol & Drug Education, 48(1), 51-70. Ramesht, M., & Farshad, C. (2006). Study of life skills training in prevention of drug abuse in students. Lecture, The 3rd Seminar of Students Mental Health; Iran University of Science and Technology. Sobhi Gharamaleki, N. (2010). Efficacy of life skills training on increase of mental health and self esteem of the students. Procedia - Social and Behavioral Sciences, 5(2), 1818-1822.
TECHNO-PEDAGOGICAL COMPETENCY OF HIGHER SECONDARY SCHOOL TEACHERS IN RELATION TO THEIR WORK MOTIVATION IN CHENGALPATTU DISTRICT

R. Suhirtha Rani & S. Karthiyayini

Page No.: 14074 - 14078

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This study is an attempt to find out the Techno-pedagogical competency of higher secondary school teachers in relation to their Work motivation in Chengalpattu District. This study consists a sample of 240 higher secondary school teachers, Techno pedagogical competency questionnaire was constructed and standardized by Dr. S. Rajasekar and K. Sathiya Raj (2013) and work motivation questionnaire by Dr. K.G. Agarwal (2016) was used to collect data. Results revealed that there is significant relationship between work motivation and techno-pedagogical competency of teachers. Also, it is found that female teachers have more work motivation and techno-pedagogical competencies than their male counterparts. It is evident that Arts teachers have more work motivation than Science higher secondary teachers but subject taught by the higher secondary teachers did not manifest any difference in techno-pedagogical competency. Keyword: Techno-pedagogical competency, Work motivation, Technology, Competency, Pedagogy, Motivation
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The Factors Affecting Techno-Pedagogical Competencies and Critical Thinking Skills of Preservice Mathematics Teachers Yildiz, Avni Jeyaraj, I (2020) Techno pedagogical skills among the secondary level Teacher educators. Turner, N., Barling, J., & Zacharatos, A. (2002). Positive psychology at work. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology. New York: Oxford University Press. Robbins, S.P. (2005). Organisational behaviour (11th Ed.). New Jersey: Pearson Education. Leidner, R. (2006). Identity and work. In M. Korczynski, R. Hodson, and P. Edwards (Ed.), Social Theory at Work. Oxford: Oxford University Press. Hogg, M. A. (2006). Social Identity Theory. In P. J. Burke (Ed.), Contemporary Social Psychological Theories. Stanford, CA: Stanford University Press.
FUSION MUSIC: A MODERN TREND IN MUSIC

Surekha Murlidharrao Joshi

Page No.: 14079 - 14085

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While a classical music in India still retains many of its original forms and practices, local Vocalist and Musicians are experimenting with new musical ideas to promote the classical music and instrumental music to a wider audience of mixed ethnicity. Musicians combine Hindustani musical elements such as Raag or melody and Taal or rhythmic with different musical elements such as the different scale, different instruments and new genres to produce a musical blend broadly dubbed as ‘fusion music’. This article explores about fusion music, scope and limitations of fusion music, ideas to create music in the form of fusion etc. Keywords: Music, Hindustani classical music, fusion music
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Fusion Music to Indian classical Music. Venus Tarkaswar Ina Shastri. Wikipedia org. http:/www.culturalindia.net.indian music/fusion.html Shodhganga inffibnet ac.in New Faces of Fusion music:cover story. India Rolling Stone
IMPACT OF COVID-19 ON MENTAL HEALTH OF TEACHERS IN INDIA

Laxmi Tyagi

Page No.: 14086 - 14092

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The Corona virus Disease 2019 (COVID-19) outbreak had impacted humankind with herculean force. This outbreak was first identified in December 2019 in Wuhan, China. The countries around the world cautioned the public to take responsive care. The first Case of COVID-19 in India was reported on 30 January, 2020 in three towns of Kerela. This pandemic has deeply altered social and working environments in several ways. Social distancing policies, mandatory lockdowns, isolation periods, and anxiety of getting sick, along with the suspension of productive activity, loss of income, and fear of the future, jointly influence the mental health of citizens and workers. Workplace aspects can play a crucial role on moderating or worsening mental health of people facing the pandemic scenario. This paper sets the basis for a better understanding of the psychological conditions of teachers during the pandemic, integrating individual and social perspectives, and providing insight into possible individual, social, and occupational approaches to the psychological pandemic. Keywords: COVID-19 pandemic, mental health, workplace, teachers
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Bír_o, E., 2014. Studies on the Mental Health of Students in Higher Education. Short Thesis for the Degree of Doctor of Philosophy. University of Debrecen, Debrecen. Brackett, M., & Cipriano, C. (2020). Teachers are anxious and overwhelmed. They need sel now more than ever. https://www.edsurge.com/news/2020-04-07-teachers-are-anxious -and-overwhelmed-they-need-sel-now-more-than-ever. EdSurge. Braun, S. S., Roeser, R. W., Mashburn, A. J., & Skinner, E. (2019). Middle school teachers' mindfulness, occupational health and well-being, and the quality of teacher-student. Braun, S. S., Schonert-Reichl, K. A., &Roeser, R. W. (2020). E_ects of teachers' emotion regulation, burnout, and life satisfaction on student well-being. Journal of Applied Developmental Psychology, 69 , 101151. https://doi.org/10.1016/j.appdev.2020.101151
HISTORICAL DEVELOPMENT OF PLAY SCHOOLS IN INDIA

Soumya Shubhadarshinee, Surekha Sundari Swain & Bimal Charan Swain

Page No.: 14093 - 14103

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The culture of Play schools has progressed throughout the years in different forms like Kindergartens, Nurseries etc. The foundation of holistic education must be lay down with utmost care and stimulation at this period for all round development of the child. In this context role of Play school is very significant. The most essential ingredient found in Play schools is the provision of engagement of children in play. Play is one of the major way in which young children learn about the world around them. Play imposes significant contribution in development of language, gross and fine motor skills, cognitive abilities and socialization during early stages of learning. Keywords: Play school, Play
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Agrawal, T. (2016) .To study the impact of early child care education (ECCE) Anganwadis on over all school environments in Indore division of M.P. state. Shri Jagdish Prasad Jhabarmal Tibrewala University: Doctoral Thesis. http://hdl.handle.net/10603/144825 Alcott,B., Banerji,M., Bhattacharjea,S., Nanda,M., & Ramanujan,P. (2020) ). One step forward, two steps back: transitions between home, pre-primary and primary education in rural India. Compare: A Journal of Comparative and International Education, 50:4, 482-499, DOI: 10.1080/03057925.2018.1527214 Bhogle, S. (1999). Gender Roles: The Construct in the Indian Context, in T.S. Saraswathi (ed.) Culture, Socialization and Human Development: Theory, Research, and Socialization in India. 1999, pp. 278–300. New Delhi: Sage.
A STUDY OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE OF SCIENCE TEACHERS AT THE HIGHER SECONDARY STAGE

Akankshya Pramanik, Joy Prakash Deb & Neena Dash

Page No.: 14104 - 14011

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This study aimed to gather knowledge about the Technological Pedagogical Content Knowledge of Science Teachers at the Higher Secondary stage in the Covid Era. A descriptive survey method has been used to collect data from the sample comprised of 202 higher secondary stage Science teachers from the Cuttack district by employing random and incidental sampling techniques. The researcher used Likert Scale to collect data from 202 higher secondary-stage Science teachers by adopting the Likert scale. The objectives of the study were, 1)to study the Technological Pedagogical Content Knowledge of Science Teachers at Higher Secondary stage, 2)to find out the Technological Pedagogical Content Knowledge of science teachers at the higher secondary stage concerning their teaching experiences, and 3)to investigate the differences in higher secondary stage science teachers’ Technological Pedagogical Content Knowledge regarding the type of institution. To draw out the result, two statistical techniques were used percentage and t-test. The researcher found that there is no significant difference in the TPACK means scores of novice and experienced teachers and government and private higher secondary school teachers. Keywords: Teaching experiences, TPACK, Science Teachers, Covid Era...
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Barac, K., Prestridge, S., & Main, K. (2017). Stalled innovation: Examining the technological, pedagogical and content knowledge of Australian university educators. Australian Educational Computing, 32(1). Baran, E., Chuang, H.H. & Thompson, A. (2011). TPACK: An Emerging Research and Development Tool for Teacher Educators. Turkish Online Journal of Educational Technology, 10(4), 370-377. Retrieved December 19, 2021 from https://www.learntechlib.org/p/53332/. Ek?i, G. Y., & Yak???k, B. Y. (2016). To be anxious or not: Student teachers in the practicum. Universal Journal of Educational Research, 4(6), 1332-1339. Gomez, T & Miguel, M., (2016) A Qualitative Study of Middle School Social Studies Teachers in a 1:1 Laptop Environment.WayneJournell. 310 pp.
VIDYARTIYO KE BOUDHIK, SAMAJIK AUR VYKTIGAT VIKAS PAR SANGEET KA PRBHAV

Amit Kumar

Page No.: 14112 - 14124

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DEVELOPMENT OF NUTRITION EDUCATION PROGRAM ON NUTRITIONAL AWARENESS FOR SCHOOL STUDENTS AND ITS EFFECTIVENESS

Prasad N. Joshi

Page No.: 14125 - 14132

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The present study focuses on Nutritional awareness among Secondary School Students. Present research was done with an aim to develop a Nutrition Education Program for Secondary school students and to study its effectiveness. The program focuses on Concpet of Nutrition, Functions of each nutrient, Sources of food along with their specific nutrient & Making appropriate food choices. Quasi Experimental Single Group Pre Test Post Test Design followed for the study to determine the effects of 10 hours of nutrition education program. Incidental sampling method was followed. Nutrition awareness was measured by a 20-item test. T test was used to find out effectiveness of Program. Findings show that the program was effective with respect to all four aspects of awareness regarding nutrition. Key words - Nutrition Education Program, Nutritional Awareness, Food Choices
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Al-Yateem, N., & Rossiter, R. (2017). Nutritional knowledge and habits of adolescents aged 9 to 13 years in Sharjah, United Arab emirates: A crosssectional study. East Mediterr Heal J, 23(8), 551-8. Amrutha G Singh A (2019). An Empirical Study on Nutritional Awareness Among College Students, International Journal of Research in Engineering, Science and Management Vol 2 Issue 3, Pgs 51-54 https://www.ijresm.com/Vol.2_2019/Vol2_Iss3_March19/IJRESM_V2_I3_12.pdf Ban on Sale of HFSS food in School Canteens (2017). Government of Maharashtra Resolution. https://gr.maharashtra.gov.in/Site/Upload/Government%20Resolutions/Marathi/201705081118585821.pdf
MULTILINGUAL CLASSROOM SETUP: CHALLENGES FOR TEACHERS

Jitendra Kumar & Priya Soni Khare

Page No.: 14133 - 14140

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In the present scenario, learning anything in Language is quite useful to the students. What is most useful to the matter to be considered by the academicians? To be more specific, they need to prepare material relevant to the context foreseeing the future needs of the student’s community. It is equally important to see that the material produced is presented effectively in the classroom. Apart from school, home environment too needs to be modified. The parents need to bring an attitudinal change towards their child and its learning of third language. In the end, it can be said that the use of this study may prove helpful to a certain extent in escalating the standards of Secondary Education. Keywords: Multilingualism, Teacher, Multilingual Classroom, Challenges in Teaching
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Abongdia, A. J., & Foncha, W. J. (2015). Pre-service teachers' Challenges during Teaching Practice in One University in the Eastern Cape, South Africa. Int J Edu Sci, 11(1), 50-56 De Haan, M., & Elbers (2009). From Research to Practice. What the study of Multiethnic Classrooms has to Offer. Social Interactions in Multicultural Settings, 171-202. Dhillon J. K., & Wanjiru, J. (2013). Challenges and Strategies for Teachers and Learners of English as a Second Language: The Case of an Urban Primary School in Kenya. International Journal of English Linguistics, 3(2),14. http://dx.doi.org/10.5539/ijel.v3n2p14.
NEP 2020 ON EDUCATION FOR ALL INCLUSIVE EDUCATION AND EQUABILITY

Sheeba. S. Bansode

Page No.: 18345 - 18353

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Education is the single greatest tool for achieving equality Social justice and opportunity. In constitution of India also Mentioned that provide Equal educational opportunities to all the citizens of country is the duty and responsibility and duty of government. Keep in Consideration right from independence many policies, acts, programs and many initiation taken place for Inclusive Education or CWSN. In NEP 2020 third Indian educational policy chapter 6 mentioned Equitable and Inclusive Education, Learning for all for holistic productive approach. Everyone equal by opinion by equal by opportunities Inclusive education, more than mainstreaming the learners with special needs, is also concerned with identifying and overcoming all barriers for effective, continuous and quality participation of all in education (Ramchand and Dummugudem,2014; Ahmad, 2015a), and providing a ’least restrictive environment’ (LRE) to satisfactorily afford children with disabilities a meaningful educational benefit, together with others, in an accessible physical and human environment (ICF, 2001; Gal et al., 2010). Overtime, there has been a considerable shift in the understanding of ’disability’, from the earlier medical interpretations of seeing ’disability’ as a ’deficit’ within the individual, to the concept of human rights and equitable opportunities for participation of all individuals (Wolery, 2000).. NEP 2020 is the first ominous policy replacing NEP 1986 it is a structural change in educational system ensuring equity and inclusion. Equity is all about flourishing fairly and equally with all concern. Inclusion is an acceptance and celebration of human diversity. It recognizes children with their special needs and believes incorporating them in to the main stream education system. NEP 2020 ensures that Community participation eliminating language barriers, gender equality and inclusion especially for early child care education by introducing gender inclusive funds. Inclusion of new pedagogical system. Inclusion of skill courses and inclusion of research. “Rather laughing on others lets laugh together, rather pulling legs lets pull hands because coming together is beginning keeping together is progress and working together is success.”
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IMPLEMENTING 74TH AMENDMENT IN MAHARASHTRA MUNICIPALITIES ACCORDED CONSTITUTIONAL STATUS

Shahid M. Zakaullah

Page No.: 14141 - 14148

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The Constitution 74th Amendment has brought about a number of positive changes in the domain of urban local governance. It has developed systems in the civic governance of the country. It has strengthened the political set up and the functional domain of the local governments. The State of Maharashtra was the among the first to implement the law. All the municipal bodies in the country now enjoy the constitutional status. However, we need to monitor if the purpose of passing the legislation has been achieved. Has it really streamlined the fiscal system in relation to these bodies. Are the urban planning norms introduced due to 74th amendment being followed in the country? It has surely accorded constitutional status and recognition to the urban local bodies. We need to see if it has brought about administrative uniformity in the realm of urban governance in the country. However, it is important to ensure that the legislation is implemented in its letter and spirit. Keywords: urban local bodies, 74th amendment urban governance, municipal corporation, Central legislation, fiscal arrangements, urban local bodies, municipal corporation, urban planning, functional domain, District planning committee, civic governance, municipal council, Nagar Panchayats
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Ajit Ranade, (2018), ‘Devolution in Progress’, published in Quarterly Journal of All India institute of Local Self-Government, Mumbai, Vol 2, Issue 2, June, 2018. Annapurna Nanda Dr, (2018), Urban Local Government in India: Challenges and Prospects. Sage publications Areeba Hamid, (2004), 74th Amendment: An Overview, Published by Centre for Civil Society, New Delhi. Arvind Mahajan, (2021), Maharashtra: Redefining Urban Growth. Published by Mumbai Press, Mumbai. Ash Narayan Roy and George Mathew (2015), Development, Decentralisation and Democracy, published by Orient Blackswan
BHARAT KA COSTA RIKA EVUM NIKARAGUA KE SATH BADHTE RAJNAYANIK, ARTHIK EVUM SANSKRUTIK SAMBANDHO KA MULYANKAN

Ravi Kumar

Page No.: 14149 - 14158

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TRIPLE TALAQ ACT, 2019: LEGISLATIVE BOON OR BANE

Dr. Falaknaaz Danish Shaikh

Recived Date: 2023-02-10 | Accepted Date: 2023-03-16 | Published Date: 2023-04-01

Page No.: 14159 - 14167

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A CONCEPTUAL STUDY OF EDUCATIONAL POLICY ON SARVA SHIKSHA ABHIYAN (SSA)

Prof. Rokade Suraj Madhukar

Recived Date: 2023-02-10 | Accepted Date: 2023-03-16 | Published Date: 2023-04-01

Page No.: 14168 - 14173

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SSA, is an Indian Government program aimed at the universalization of Elementary education "in a time bound manner", the 86th Amendment to the Constitution of India making free and compulsory education to children between the ages of 6 and 14 age group. Present conceptual paper focused on a Study of Aims & main features of Sarva Shiksha Abhiyan (SSA) and also the importance in education. Sarva Shiksha Abhiyan (SSA) is a program for Universal Elementary Education. This program is also an attempt to provide an opportunity for improving human capabilities to all children through provision of community -owned quality education in a mission mode. It is a response to the demand for quality basic education all over the country. Now the present conceptual paper is focused on with prime aims (i) To understand the aims and objectives of Sarva Shiksha Abhiyan (SSA). (ii) To discuss the main features of Sarva Shiksha Abhiyan (SSA). (iii) To analyze the importance of Sarva Shiksha Abhiyan (SSA). Also the present conceptual paper studies the benefits of Sarva Shiksha Abhiyan (SSA) to educational enrichment and society enhancement.   



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