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.
Machine summary:
Effectiveness of Early Educational Interventions on Self-Regulation Skills in Preschool Children Somaye Jamali Paghale Ph. D.
Results showed that early educational interventions were effective in cognitive, emotional and behavioral regulation skills and leading to improved school readiness in children.
Keywords: Visual-spatial abilities, Reading performance, Dyslexic students Introduction In recent years, the issue of early intervention for children and the impact of early childhood education program, especially on children’s cognition and emotions, have attracted many researchers’ attention (Abedi, 2007; Arruabarrena & Paúl, 2012; Barnett, 2011; Bartik, 2011; Bruder, 2006; Hillman, 2013; Moore, 2014; Rao, Sun, Chen, & Ip, 2017; Shoshtari, Abedi, & Golshani Ahrami, 2010).
A review of background studies shows that early interventions have a significant effect on infants’ and preschool children’s cognitive development(Gartland & Strosnider, 2007; Jadidi 2014; Spittle, Orton, Doyle & Boyd, 2007; Valdes, 2011; Vanderveen, Bassler, Robertson, & Kirpalani, 2009).
These Correlation studies have shown that children who enter school with strong self-regulatory skills have better results (Fantuzzo, Bulotsky-Shearer, McDermott, McWayne, Frye, & Perlman, 2007; Ponitz, McClelland, Jewkes, Connor, Farris, & Morrison, 2008).
Thus, an important contribution within this area of research would be to examine the effectiveness of early educational interventions on improving self-regulation skills of preschool children.
Therefore, the following hypothesis was proposed in this study: Early educational interventions are effective on the self-regulation skills in preschool children.
, 2013, McCoy & Raver, 2011, Miller & Smith, 2015), which, in turn, have been linked to children’s educational outcomes (Kim & Hodges, 2012; Schmitt, McClelland, Tominey & Acock, 2015) and success in social relations (Blair & Raver, 2015).