Volume 17, Issue 51 (10-2025)
erj 2025, __(51): 0-0 |
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bahadori M, hasehmi razini H, arabzade M, jeirani K. Impact of Storytelling based on skill-based learning on anger management and reduction of behavioral problems of pre-school children. erj 2025; 17 (51)
URL: http://erj.khu.ac.ir/article-1-1522-en.html
URL: http://erj.khu.ac.ir/article-1-1522-en.html
1- , Hadihashemirazini@yahoo.com
Abstract: (101 Views)
Background: Storytelling has a special role in curriculum and provides real and practical experiences for the pupils. Purpose: The purpose of this study was to investigate the effect of storytelling based of skill training on anger control and reduction of behavioral problems in preschool children. Method: The purpose of this study was quasi-experimental with pre-test, post-test, and follow-up with control group. Statistical population is all preschool children. From the target population, 20 children with behavioral problems were selected using available questionnaire results and were randomly assigned into two experimental and control groups. The experimental group received twelve sessions of treatment program and the control group followed its normal schedule. Data were analyzed by repeated measures.Results: The results showed that storytelling based on skill training had a positive effect on the aggressive thoughts, feelings and behavior of preschool children. It also reduced behavioral problems in preschool children. The results of this study also showed that the positive effect of intervention on reducing behavioral problems and anger control was stable over time.
Conclusion: These findings show that storytelling is a simple, hassle-free and inexpensive way of teaching skills and intervention for preschool children.
Conclusion: These findings show that storytelling is a simple, hassle-free and inexpensive way of teaching skills and intervention for preschool children.
Type of Study: Research Paper |
Subject:
Educational Psychology
Received: 2024/12/25 | Revised: 2025/05/17 | Accepted: 2025/05/27 | ePublished: 2025/08/19
Received: 2024/12/25 | Revised: 2025/05/17 | Accepted: 2025/05/27 | ePublished: 2025/08/19
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