Sir Syed Ahmad Khan and his Historical Writings (Notes)

Sir Syed Ahmad Khan was interested in history and history-writing. His areas of interest were Islamic and South Asian history. In this essay, we examine certain relevant facets of this interest and its manifestation. There are a vast number of studies on the life, achievements and goals of Sir Syed Ahmad Khan [1817-1898]. His essays have been collected from his journalism in 18 volumes by Muhammad Ismail Panipati1 and his other writings, lectures and letters have also received editorial attention. A useful tool in this regard is the compilation titled Kitabiyat-i-Sir Syed made by Ziauddin Lahori.2 As this paper focuses on Sir Syed’s historical writings, we may mention here a recent doctoral thesis of Syeda Jabin Zehra on this very topic.3 As a matter of fact, any and all of Sir Syed’s writings be they on education or religion now come under the ambit of history but our narrower focus will be on those writings that deal with history as history alone though they may also admit of other classifications.

Studying Mothers Perceptions About Their Interaction With Children in Their Early Years for Emotional Development

This study explores the perceptions of mothers (working and stay-at-home) about their role in the emotional development of their children in early years (4-6 years). It also explores the facilitating and impeding factors in mother-child interaction during the emotional development in early years of the children. Emotional development as a process helps infants and children to develop the capacity to experience, express and interpret emotions. Mothers have great influence on children's emotional development. Mothers teach their children about daily life norms and build their attitude and character which shapes children's perceptions of the world and their later patterns of behaviours. My working experience as a Montessori Directress gave me insight that the mothers' attachment and interaction positively influences the emotional development of children in these years. However, it is assumed that working mothers are unable to provide quality time to their children due to workload. Thus, my study focuses on how working and stay-at-home mothers perceive their role in their children's emotional development in the early years. The qualitative design was used to explore the effects of stay-at-home and working mothers' interaction on their children's early year (focusing 4-6 years) emotional growth and development. Through a purposive sampling, four participants (two working and two stay-at-home mothers) were selected whose children were 4-6 years of age and were enrolled in Kindergarten I and II. The data was generated through semi-structured interviews. The data shows that mothers' closer bond positively influence children's emotional and social development. Whereas, inadequate time, lack of quality interaction and mothers' stress and frustration have negative influence on children's emotional development in terms of lack of confidence, trust, reluctance and detachment from their surroundings. The study concludes by presenting implications and recommendations for parents, teachers, teacher educators, early childhood educational institutions based on the children's emotional development particularly focusing on early years.