Fostering Interest in Science Learning among Young Children: Evaluating the Effectiveness of the Intervention Programme

The early childhood period is a critical stage in human development, characterized by rapid physical, cognitive, and social and emotional growth. This foundational period significantly shapes a child’s future potential, influencing their intellectual abilities, personality traits, and overall well-being. The present research paper is aimed to study the interest in science learning among young children and assessing the efficiency of the intervention program. The study comprised of 60 Anganwadi children aged between 4 – 6 years from urban and rural areas of Telangana state. The study employed an exploratory research design to investigate the implementation of science experiments in Anganwadi schools. Data was gathered from six Anganwadi schools, located in both urban and rural areas of Telangana State. The research began with a comprehensive review of the existing Anganwadi curriculum. Following this, seven science experiments were selected, along with the development of customized science kits. A training program was conducted to equip Anganwadi teachers with the necessary skills to execute these experiments effectively. Following training, the experiments were implemented with Anganwadi children. Teachers employed the demonstration method, ensuring continuous interaction between teachers and children throughout the activity. After the intervention program, an evaluation was conducted through a rating scale to measure its impact on enhancing interest in science learning among Anganwadi children. This tool encompassed demographic information and twelve specific attributes. The rating scale was completed by Anganwadi teachers, who were asked to provide ranging from 1 to 5 for twelve attributes (with 5 indicating the highest and 1 indicating the lowest). These ratings were collected before and after the intervention program in order to assess its effectiveness. The results reveal a significant improvement in Anganwadi children’s interest in science learning post-intervention, as evidenced by higher post-intervention scores and a p-value below 0.05. While no correlation was found between gender or residence and science interest, a significant association was identified between age and children’s interest in science learning at the 0.01 significance level.