Admissions at tender age in pre-schools and impact on psycho-social and emotional-behavioral functioning

Play schools prepare children for formal schooling. In present scenario more and more schools are admitting young children in play schools at a very tender age, say around two years. This is the age when the child needs to be close to mother for a healthy development. The present study aimed to investigate the relationship between too early play school entrance and preparedness of children for school. The data was collected from different areas in Jaipur city. Sample of 120 children (2-3 years of age) was taken. Out of these, 60 children were those who entered the play school at the age of 2+ years and rest 60 at the age of 3+ years. The tool used for the study was Strength and Difficulties, which was designed by psychiatrist Robert N. Goodman. The questionnaire studies about 25 attributes, some of which are positive while rest are negative i.e. emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, prosocial behavior. Another tool used was, Children’s Global Assessment Scale (CGAS), that is a measure developed by Schaffer and colleagues to provide a global measure of level of psychosocial functioning in children. The measure provides a single global rating only, on scale of 0-100.  The result shows that play schools prepare the children for formal schooling while sending to play school at a too early age has negative impact on the emotional- behavioral functioning of children.