The effectiveness of psychological intervention of storytelling by educators and parents on verbal intelligence and vocabulary among Kindergarten children of Isfahan

Verbal abilities and skills are an important part of children's cognitive functioning. Increasing these abilities and skills is a determining factor in their psychosocial development and social future. So far, storytelling reported as one of the effective interventions to increase the various skills among children. Therefore, the present study aimed to investigate the effectiveness of psychological intervention of storytelling by educators and parents on verbal intelligence and vocabulary among preschool children of Isfahan Tohid kindergarten. The research method was experimental and performed with pre-test and post-test to one experimental group and one control. The target population of this study was preschool children of Tohid kindergartens in Isfahan during 2019-2020. The sample consisted of 30 children who were selected by convenient sampling method and after matching replaced in two 15 members experimental and control groups. The data of this study were the verbal subscale of Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition (WPPSI-R by Wechsler, 2012). Experimental group members participated in eight 45-minute storytelling by educators and parents and parents over four weeks, and the members of the control group did not receive any intervention during this period. Data were analyzed using SPSS software, and by descriptive and inferential statistics including analysis of covariance, Wilks Lambda test, and Box's M Test. Findings showed the effect of the intervention of storytelling by educators and parents was significantly effective on verbal intelligence and vocabulary. According to the findings of this study, the psychological intervention of storytelling by educators and parents can be used as an effective way to increase educational attraction, and improve the process of cognitive development of kindergarten children.