Volume 18, Issue 1 (3-2020)
RBS 2020, 18(1): 78-90 |
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Mosavi Amjad A, Ghazanfari A, Faramarzi S. The Effect of Family-Centered Educational Early Interventions on Cognitive Functions in Children. RBS 2020; 18 (1) :78-90
URL: http://rbs.mui.ac.ir/article-1-750-en.html
URL: http://rbs.mui.ac.ir/article-1-750-en.html
1- Ph. D student of Psychology, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.
2- Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. , aghazan5@yahoo.com
3- Associated Professor in Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.
2- Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. , aghazan5@yahoo.com
3- Associated Professor in Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.
Abstract: (2274 Views)
Aim and Background: The preschool has a fundamental role in the individual cognitive functions developmental. Therefore, the purpose of this study was the effect of family-centered educational interventions on cognitive functions of children of 3 to 6 years.
Methods and Materials: The project’s plan was quasi-experimental with pretest-posttest in control group. All of children in 3 to 6 years in Yasuj are the statistical population of this study. For this purpose, were selected 90 children (45 in experimental group and 45 in control group) by multistage random sampling method and were randomly assigned into two groups. The Wechsler Preschool and Primary Scale of Intelligence (WPPSI-3) was instrument in this study. After pre-test, 20 sessions of family-centered educational interventions were administered to the experimental group. For data analysis were used SPSS-23.
Findings: The statistical results indicated the family-centered educational interventions affected on the cognitive functions children in 3 to 6 years in Yasuj. In other words, there was a significant difference between the experimental and control groups in terms of verbal, practical, and total subscale (P≥.001).
Conclusions: Since family-centered educational interventions have been effective on cognitive functions of children, it is recommended to use this method to improve the cognitive functions of children in 3 to 6 years.
Methods and Materials: The project’s plan was quasi-experimental with pretest-posttest in control group. All of children in 3 to 6 years in Yasuj are the statistical population of this study. For this purpose, were selected 90 children (45 in experimental group and 45 in control group) by multistage random sampling method and were randomly assigned into two groups. The Wechsler Preschool and Primary Scale of Intelligence (WPPSI-3) was instrument in this study. After pre-test, 20 sessions of family-centered educational interventions were administered to the experimental group. For data analysis were used SPSS-23.
Findings: The statistical results indicated the family-centered educational interventions affected on the cognitive functions children in 3 to 6 years in Yasuj. In other words, there was a significant difference between the experimental and control groups in terms of verbal, practical, and total subscale (P≥.001).
Conclusions: Since family-centered educational interventions have been effective on cognitive functions of children, it is recommended to use this method to improve the cognitive functions of children in 3 to 6 years.
Type of Study: Research |
Subject:
Special
Received: 2020/06/23 | Accepted: 2020/06/23 | Published: 2020/06/23
Received: 2020/06/23 | Accepted: 2020/06/23 | Published: 2020/06/23
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