AN EXPERIMENTAL STUDY TO ASSESS THE KNOWLEDGE AND PRACTICE REGARDING IMPROVEMENT OF SKILLS AND DEVELOPMENT OF COGNITIVE SCIENCE IN CHILDREN AMONG MOTHERS RESIDING IN HUBLI WITH INTERVENTION OF STRUCTURED TEACHING PROGRAMME

Praveen Kulkarni; Vani Kulkarni

doi:10.46795/ijhcbs.v7i1.823

Praveen Kulkarni Principal, Department of Community Health Nursing, Tatwadrsha Nursing Institute Hubballi, India
Vani Kulkarni Associate Professor, Department of Obstetrics and Gynaecology Nursing, Tatwadrsha Nursing Institute Hubballi, India

DOI https://doi.org/10.46795/ijhcbs.v7i1.823

Abstract

Background: Cognitive development in early childhood (0–6 years) lays the irreversible neurological foundation for a child's lifelong learning potential, social competence, and mental health. Mothers, as primary caregivers, are the most potent environmental determinants of children's cognitive growth. Yet studies consistently reveal significant knowledge and practice deficits among mothers regarding age-appropriate cognitive stimulation, language enrichment, play-based learning, and supportive parenting. Structured health education targeting maternal knowledge and practice is the most feasible community-level strategy to bridge this critical gap in Hubli-Dharwad, Karnataka.

Objectives: a. To assess the pre-test level of knowledge and practice of mothers regarding cognitive skill development in children. b. To evaluate the effectiveness of STP on knowledge and practice of mothers. c. To find out the association between pre-test knowledge and practice scores with selected socio-demographic variables.

Method: Pre-experimental one-group pre-test post-test design. N = 60 mothers of children aged 0–6 years from selected areas of Hubli, non-probability purposive sampling. Structured knowledge questionnaire (60 items, 6 domains) + Observational practice checklist (40 items, 5 domains). Reliability: split-half r = 0.84 (knowledge), r = 0.79 (practice). Post-test: 30 days post-STP.

Result: Pre-test: 42% of mothers had inadequate knowledge, 36% satisfactory, 22% adequate. Post-STP: adequate knowledge rose to 84%, inadequate fell to 2%. Mean knowledge score improved from 15.2 ± 3.4 to 41.8 ± 4.6 out of 60 (t = 28.6, df = 59, p < 0.001, +175.0%). Practice scores improved from 18.4 ± 4.2 to 34.6 ± 4.8 out of 80 (t = 21.4, p < 0.001, +87.8%). Significant association between knowledge/practice scores and 10 of 12 socio-demographic variables (p < 0.05).

Interpretation & Conclusion: The structured teaching programme was highly effective in improving both knowledge and practice of mothers regarding cognitive skill development in children. Early maternal education targeting cognitive stimulation strategies can significantly enhance child cognitive outcomes in urban Karnataka.

Keywords: Cognitive Development, Child Skill Development, Mothers, Knowledge and Practice, Structured Teaching Programme, Hubli, Karnataka

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