Iranian Journal of Learning and Memory

Effectiveness of Early Educational Interventions on Self-Regulation Skills in Preschool Children

Document Type : Original Article

Authors

Somaye Jamali Paghale 1
Moluk Khademi Ashkzari 2
Mahnaz Akhavan Tafti 2
Ahmad Abedi 3

1 Ph.D. Candidate of Educational Psychology, Alzahra University, Tehran, Iran

2 Department of Educational Psychology, Alzahra University, Tehran, Iran

3 Department of Psychology and Education of Children with Special Needs, Isfahan University, Isfahan, Iran

https://doi.org/10.22034/iepa.2018.77424
Abstract
The aim of the current research was to investigate the effectiveness of early educational interventions on the self-regulation skills of preschool children. Statistical population was the Preschool children of Isfahan kindergarten aged 6 to 7 during 2017-2018.The sample consisted of 30 Preschool children that were selected using clustered sampling. The sample consists of 30 Preschool children that were selected using cluster sampling (each group consisted of 15 children). The early educational interventions were conducted in the experimental group. In the semi experimental design, the Preschool Self-regulation Assessment (Smith Donald, 2007) was used to measure research variables. Results showed that early educational interventions were effective in cognitive, emotional and behavioral regulation skills and leading to improved school readiness in children. Early education can have the main role in self-regulation among children. Thus, it is indicated that effective self-regulation provides a foundation for positive classroom behavior and academic achievement

Keywords

Dyslexic students
reading performance
visual-spatial abilities
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Iranian Journal of Learning and Memory
Volume 1, Issue 1
Spring 2018
Pages 31-41

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