Cognition based learning readiness skills in children of age 7-10 years: An unappreciated domain

Ayesha Jabeen; Zahid Mahmood

Abstract
Objective: To find the inter-correlation among different school readiness tasks in children which were based on Janus and Offord's model of readiness.
Methodology: This cross-sectional study was carried out from September 2020 to December 2020. The sample consisted of 350 students of both gender with ages 7-10 years from different government schools of city Lahore through a stratified random sampling technique. Children were assessed using a cognitive assessment scale consisting of different sub-tests derived from the Wechsler Memory Scale (such as Personal information answer=1, incorrect=0). The reliability of the scale was found to be .70.
Results: Correlation analysis showed a positive relationship between personal information, mental control and mental arithmetic. Mental arithmetic had a significant positive relationship with Orientation and Socio-emotional responsiveness. Girls scored higher on mental control whereas boys scored slightly high on socio-emotional responsiveness as compared to girls.
Conclusion: Scores of one domain of cognitive-based learning readiness skills increased with an increase in scores of other domains showing that they are interlinked with each other. Therefore, a poor score in one domain such as personal information will likely affect the child’s score on mental control and arithmetic.

Key words: Learning readiness, cognitive, social, children, development.

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