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Educational cartoons have emerged as a prominent factor in developing pre-primary children. Video and mobile platforms facilitate the acquisition of various skills and promote early childhood preparedness. This study focuses on examining the role of Edu-cartoons in imparting necessary reading skills to pre-primary children while identifying the significance of Edu-cartoons in imparting reading skills to children as the specific objective of this study. The study is informed by the Social Learning Theory by Albert Bandula; Krejcie and Morgan's formula was used to obtain a sample size of 200 participants, and a computer-aided koboTool program with cartoons giving instructions to children was used to solicit information on Edu-cartoons reading skills from 150 children. Further, 25 pre-primary teachers and 25 parents were also exposed to semi-structured interviews on Android phones aided with KoboTool programs. Data collected from Temihill, St. Francis, Westland, Greenlane, and Shauri Jema pre & primary schools were analysed using SPSS version 27.1. The findings reveal that, apart from website sources such as Ubongo Kids and Kilimani Sesame, children access the same content from local Television and TV cables. Moreover, the study finds that Edu-cartoons help improve children's pronunciation skills during reading, develop reading comprehension and increase vocabulary to children. The study recommends that parents and teachers guide children on where they can access relevant information resources to enhance reading competencies. [ABSTRACT FROM AUTHOR]

Globally, technological advancements, particularly the use of social media in transforming learning, significantly impact the effectiveness of children's success in educational settings. This study explores social media's role in transforming children's learning, focusing on private pre-primary schools. It intends to assess the quality of content and the accessibility of social media. Social learning theory by Albert Bandura guides this study, which, in its natural setup, allows descriptive cross-sectional design. A total number of 200 children and 36 teachers were selected to inform this study. The observation checklists were prepared to collect data from teachers, children, and schools, such as St. Francis, Greenlane, Themihill, Ipuli Holly Family, and Matumaini Pre & primary schools. Data were analysed using descriptive statistics. The findings revealed that transformation in learning using social media depends on the well-established environment. Further, the findings reveal that children accessed the same content from local television and TV cables apart from website sources such as Ubongo Kids and Kilimani Sesame. It was observed that the schools had computer laboratories with computer facilities, electricity sources, and teachers with social media skills. The study recommends that parents and teachers guide children to access information resources relevant to their cognitive development. [ABSTRACT FROM AUTHOR]

This study is based on Financial Literacy of college going students in the rural areas of eastern Uttar Pradesh. For this a study of 250 students of different colleges is conducted, and the motive behind this is to inspect the literacy level and the caliber to making an investment. Analyzing the financial literacy programs run by the government, colleges, regulatory bodies, NGOs or financial institutions. Also, to analyze their saving level of students for making an investment. And their seriousness for their future needs as per as investment is concerned. To analyze the situation, both Primary and Secondary data sources of research methodology is used. Descriptive study is carried out to identify the factors which impact on the investment decision. Chi-Square statistical procedure is used to evaluate the data regarding financial literacy of graduate students in the rural area. And found that level of financial literacy in the area is not appropriate and reported poor literacy rate. In the VISA (2012) study, India ranked at 23rd position out of the 28 countries surveyed. Apart from these, various initiative taken by the different financial regulatory bodies such as RBI, SEBI, IRDA, PFRDA, NCFE, etc., are not adhering their objective of imparting financial literacy. Student’s monthly savings is not enough for making investment. Lack of seriousness among students for their future income, which adversely impact on current financial literacy process. It is advised, that the government imparts financial literacy from primary school level, block level, panchayat level, so that positive outcome can be expected in future. [ABSTRACT FROM AUTHOR]

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