Scaling and Computation of Variations in Task Score ...

International Journal of Applied Research and Studies (iJARS) ISSN: 2278-9480 Volume VI, Issue 5 (May – 2017) www.ijars.ijarsgroup.com Research Article

Scaling and Computation of Variations in Task Score, Speed Ability & Relative Growth Index assessed in CEREBED Foundation: An Educational Revolution towards Evolution 1

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Authors:

Shruti Marwaha*, Geetika Seth Nanda, 3Pawandeep Chawla

1,2.3

Address For correspondence: Research and Development Centre for Research in Applied Cognitive Sciences

Abstract: Education has been identified as the most potent research area. Following a series of research reports commissioned by Centre for Research in Applied Cognitive Sciences, this is another capricious study on the vital issue of education at the foundation level. The Research was carried out on the baseline of Piaget's theory of cognitive development that illustrates the pattern and ways through which a child constructs a mental model of the world. Given the enormous amount of empirical research into cognitive development since decades, the Centre for Research in Applied Cognitive Sciences has established that the earliest years of a child’s life are critical. This fact has been proved in ample number of researches. CEREBED Foundation is the most advanced educational program for child’s cognitive & brain development. The sample for the research study consisted of 700 students, who were then sampled scientifically into two groups. The experimental group was CEREBED fed, while no intervention was made into control group except that they were assessed twice. They were assessed for Task Score, Speed Ability & Relative Growth Index assessed after 6 months. It was found that the CEREBED group developed significantly in the core domains assessed as compared to insignificant changes witnessed in the control Group. Keywords: CEREBED Foundation, Cognitive skills, Learning Process

[email protected] *Corresponding Author E-Mail Id DOI: 10.20908/ijars.v6i5.7772

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International Journal of Applied Research and Studies (iJARS) ISSN: 2278-9480 Volume VI, Issue 5 (May – 2017) www.ijars.ijarsgroup.com I. INTRODUCTION Children develop physically, emotionally, socially as well as intellectually through learning and maturation. These crucial years determine child’s survival and thriving in life, and lay the foundations for her learning and holistic development. It is during the early years that children develop the cognitive, physical, social and emotional skills that they need to succeed in life. These early experiences are largely determined by supportive family and community care practices, proper nutrition and health care, learning opportunities, which in turn are dependent on enabling policies and investments for young children and families. Meaningful education positively impacts attendance, retention, and learning of children. Inevitably, to reap the real fruits of growth and achievements of the country the issue of education shall have to be dealt with an all seriousness. Meaningful learning is opposed to rote learning and refers to a learning method where the new knowledge to acquire is related with previous knowledge (Ausubel 2000). In meaningful learning, the learners are actively "integrating" new information into old information (Novak 2002). Recent theory and research into cognitive development and its educational implications have provided important information about universal principles implicated in children's cognitive development, learning strategies, and socialization; however, they have often remained surprisingly impersonal. We argue that it is important to distinguish between the normative aspects of cognitive development involved in mastering semiotic tools of a sociocultural setting (such as language), and those pragmatic and contextual aspects of development that characterize how individuals become persons (their sense of self). Examining the personal aspects of development provides a way to explore the personal value and meanings that motivate individuals to persist in developing the sophisticated knowledge needed to fully participate in any given sociocultural context. Personal cognitive development is a construct: that suggests how education might focus on drawing out the full potential of students in light of their unique personal and social histories, interests, and values. This personal development has important implications for teaching, learning, and research. New ways of conceptualizing children arise from the sociology of childhood (Connell, 1987; James and Prout, 1990; Prout and James 1997). Childhood and all social objects (class, gender, race, and ethnicity) are seen as being interpreted, debated, and defined in processes in social action. Corsaro (1987) suggests that, children and adults alike are seen as active participants in the social construction of childhood and in the reproduction of their shared culture. Children are seen as having agency and power within their own right, not just in relation to the social constructions assigned to them by adults (Prout and James, 1997). Traditional theories viewed children as consumers of the culture established by adults. This new construction of childhood is oriented towards the child’s present rather than the future. The image of the child-developing-in-context (Rogoff, 1990) provides for a more dynamic conception of learning and development and opens the lens through which we observe children. The child’s participation in multiple socio-cultural contexts of the family, the community and society at large is recognised. In doing so, we can choose to see the child as having surprising and extraordinary strengths and capabilities (Malaguzzi, 1993b, p. 73). Gardner’s (1993) theory of multiple intelligences (linguistic, musical, logico-mathematical, bodily–kinaesthetic, among others) celebrates the variety of human capabilities and expression. Collectively, these views give rise to the principles underpinning the consultative document (NCCA, 2004) and ultimately the Framework for Early Learning. Piaget (as cited in Wood, 1998) believed that all children pass through a series of developmental stages before they construct the ability to perceive, reason and understand in mature rational terms. Piaget and Inhelder (1969) claimed that the essential nature of human beings was their power to construct knowledge through adaptation to the environment. Thus, through assimilation and accommodation the child

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International Journal of Applied Research and Studies (iJARS) ISSN: 2278-9480 Volume VI, Issue 5 (May – 2017) www.ijars.ijarsgroup.com is in a continual process of cognitive self-correction. The goal of this activity is a better sense of equilibrium. Equilibration is fundamental to learning (Krogh and Slentz, 2001). Piaget’s key contribution to child development is his teaching that learning is a continual process of meaning making. It is not a linear input/output process as favoured by behavioural theorists (Pavlov, Skinner). Information is not simply absorbed into a memory bank but must be worked on by the child in order for it to make sense in terms of the learner’s existing frame of reference. For example, deliver us from evil becomes deliver us from eagles which makes sense to the listener (Robson and Smedley, 1996). This example highlights the negative impact of learning experiences which are abstract and removed from the child’s everyday experience (Donaldson, 1993). In designing an involvement scale for assessing children’s learning and development, Laevers (1997) identified signs of individual active engagement such as concentration, energy, complexity and creativity, facial expression and composure, persistence, precision, reaction time, verbal expression, and satisfaction. Children need to be involved in their learning and it has to be real and meaningful to them. Research on brain development (although in its infancy) has suggested that direct action - physical and intellectual engagement with experiences - in addition to problem-solving and repetition, ensures that the synapses or neural pathways become stronger (Bruce, 2004). According to French and Murphy (2005), this is particularly true of children aged from birth to three years as early experience determines how the neural circuits in the brain are connected (Bertenthal and Campos, 1987). Children who are played with, spoken to, and allowed to explore stimulating surroundings are more likely to develop improved neural connections which aid later learning (Karr-Morse and Wiley, 1997). The stimulation babies, toddlers and young children receive determines which synapses form in the brain, that is, which pathways become hardwired. Through repetition these brain connections become permanent. Conversely, a connection that is not used at all or often enough is unlikely to survive. Children who learn actively have positive dispositions to learning. These children are interested in what they are doing, experience enjoyment and, with repetition, experience the probability of success. They develop competence and, as a result, confidence and are intrinsically motivated to learn (Hohmann and Weikart, 1995). The adult role and collaborative teamwork are fundamental to developing positive relationships with children and their families (Bruner, 1996). Hohmann and Weikart (1995, p. 43) declare a supportive interpersonal climate is essential for learning. Both Dewey (1966) and Vygotsky (1978) proposed that learning is a reciprocal and collaborative process between adult and child. This involves active listening and reflection, in order to create a pedagogy of listening (Rinaldi, 2005) and a pedagogy of relationships (Malaguzzi, 1993b). This approach sees the adult as a teacher-researcher, a resource and guide to children; a catalyst to provoke, co-construct, and stimulate children’s thinking and their collaboration with peers (Dewey, 1966). Vygotsky’s concept of the zone of proximal development, Rogoff’s (1990) model of guided participation and Trevarthen’s (1998) inter subjectivity have helped adults to realize that children learn as social beings in daily interactions, with the support of others. The Primary School Curriculum (Department of Education and Science, 1999b) is premised on the principle that collaborative learning provides many advantages such as children are stimulated by hearing the ideas and opinions of others, and by having the opportunity to react to them. Collaborative work exposes children to the individual perceptions that others may have of a problem or a situation (Introduction, 1999b, p. 17). The Primary School Curriculum also emphasizes the importance of the teacher using information he/she gathers about the child, to ensure that the learning opportunities and activities are effective in advancing the child’s learning. Attention to the emotional state of babies and a capacity to slow down and tune into young children’s ways of experiencing the world demands key worker systems especially for babies (Anning and

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International Journal of Applied Research and Studies (iJARS) ISSN: 2278-9480 Volume VI, Issue 5 (May – 2017) www.ijars.ijarsgroup.com Edwards, 1999, p. 64). This new understanding requires adults to take a more active participatory role as opposed to a didactic role in supporting children’s learning. The brain will learn from every experienced event (neuroplasticity). However, cognitive representations are distributed and cumulative learning is crucial for education. There will be stronger neural representation of what is common across experience (‘prototypical’) and weaker representation of what differs. It may be that direct teaching of what is intended to be prototypical (for example reminding of the general principles being taught via specific examples) will strengthen learning. The brain will record multiple representations of experience (for example, generating experience-dependent connections in motor cortex and in sensory cortices). This supports the benefits of multi-sensory approaches to education, but it does not support the idea that unisensory teaching approaches will have special benefits (for example visual, auditory or kinesthetic approaches). Learning depends on neural networks distributed across multiple brain regions: visual, auditory and kinesthetic. Cognitive representations will be graded in terms of (for example) the number of relevant neurons firing, their firing rates, and the coherence of the firing patterns (Munakata 2001). This can lead to apparent ‘gaps’ in learning, when a network is not yet strong enough to support generalization to every relevant context. The eminent Psychologists say: 1. Jean Piaget, “The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.” 2. Howard Gardner, “The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects the same way.” 3. Alfred Binet, “The intelligence of an individual in not a fixed quantity.” 4. Ulric Neisser, “Most of our oldest memories are the product of repeated rehearsal and reconstruction.” The CRACS team endorses: 1. Gautam Bali, “What can't be measured can't be achieved & reordered. Measurement of human cognition should be the first step.” 2. Hemant Nanda, “To forever kill the uncertainty surrounding educational outcomes & career building. To take the future in your control.” 3. Geetika Seth Nanda, “Education paves the way to enriched life and successful living. Foundation of a little life is ensured through CEREBED Foundation.” II. CEREBED FOUNDATION CEREBED Foundation builds a lifelong foundation for children. It includes Cognitive Assessments, Cognitive Task Sheets, Progress Tracker after 6 months. It contains content in 2 Levels / 6 Months each. Early assessment of a child & timely action can design a stable, strong brain that can sustain for life. It is the world’s first learning based solution for Brain & Cognitive Development of children 4-7 years. It develops child’s Cognitive skill set at an early start leaves a permanent effect of skill sets, Builds an effective learning process for life, Measures current level of cognitive development, Identifies natural ability and learning style, Eliminates guess work in raising child, Engages the child in positive learning. Gaps in Cognitive Development are identified & measured with the help of Kids Cognitive Ability Assessment. The challenge is to fill these gaps as early as possible. To fill these gaps, Cognitive Task Sheets are designed & delivered in the form of workbooks. 1-2 Task Sheets a day are attempted by the child for full one year. Monitoring of

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International Journal of Applied Research and Studies (iJARS) ISSN: 2278-9480 Volume VI, Issue 5 (May – 2017) www.ijars.ijarsgroup.com the process is done every month. CEREBED acts as an operating system builder of the brain. It’s a scientifically validated solution, to enhance learning process & other brain facilities, without interfering in regular academics & consumes less than 10 minutes a day. When implemented at an early age, it can deliver unbelievable results. The ratio of “output vs input” is what we call “Brains Efficiency” Performance in education or in any task is directly proportional to the efficiency of a brain. Efficiency of a brain is directly dependent on the Cognitive Capacity, Absorption, Learning process Speed Memory & retention process.

Kids Cognitive Assessment-CEREBED Foundation Assessment-Learning Style, Development Tasksheets- 2 Levels / 12 Workbooks Tracking-6 months Fig.1: General Procedure

Table I: Methodology

CEREBED FOUNDATION Kids Cognitive Assessment 700 students

Step-1

Group-A

Group-B

Step-2

Youngest 350 Students

350 Students

Step-3

CEREBED FOUNDATION TASKSHEETS

No Intervention

Step-4

Tracker Report

Tracker Report

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International Journal of Applied Research and Studies (iJARS) ISSN: 2278-9480 Volume VI, Issue 5 (May – 2017) www.ijars.ijarsgroup.com III. RESULTS AND DISCUSSION Table II: Age Range during the Programme Group A (N=350) Average Age

Assessment

Tracker

Age (in months)

51

57

Table III: Age Range during the Programme Group B (N=350) Average Age

Assessment

Tracker

Age (in months)

52.6

58.6

Table IV: Variations in Task Score, Speed Ability & Relative Growth Index assessed by Tracker (Group-A) N=350 Parameters

Tasks Score

Speed Ability

Assessment Tracker

0.48 1

0.41 0.94

Relative Growth Index 0.36 0.94

Tracker-1 0.94

1 1

Tracker-4 0.94

0.9 0.8 0.7 0.6

0.48 0.41

0.5

0.36

0.4 0.3 0.2 0.1 0 Tasks Score

Speed Ability

Relative Growth Index

Fig.2 :Variations in Task Score, Speed Ability & Relative Growth Index (Group A)

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International Journal of Applied Research and Studies (iJARS) ISSN: 2278-9480 Volume VI, Issue 5 (May – 2017) www.ijars.ijarsgroup.com Table V: Variations in Task Score, Speed Ability & Relative Growth Index assessed by Tracker (Group-B) N=350 Parameters

Tasks Score

Speed Ability

Relative Growth Index

Assessment

0.48

0.41

0.28

Tracker

0.53

0.58

0.42

Tracker-1 1 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0

0.48

Tracker-4

0.58

0.53

0.42

0.41 0.28

Tasks Score

Speed Ability

Relative Growth Index

Fig.3 :Variations in Task Score, Speed Ability & Relative Growth Index (Group-B)

IV. CONCLUSION It is crystal clear that the experimental Group-Group A excelled in all the parameters over the period of time, whereas those without our special intervention lagged behind their counterparts despite being overaged. ACKNOWLEDGEMENT Authors express indebtedness to the Almighty, who is the apostle of strength. Authors are inevitably grateful to the subjects and all those directly as well as indirectly involved in the auspicious research work. Genuine thanks are expressed to all the authors/researches whose work is referred for making the present study a real success. REFERENCES 1. Ashbury, K. & Plomin, R. (2013). G is for Genes: The impact of genetics on education. WileyBlackwell: West Sussex. 2. Baddeley, A.D. and Hitch, G. (1974) ‘Working memory’, in G.H. Bower (ed) The Psychology of Learning and Motivation 8: 47-90. London: Academic Press.

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