The Effects of Self-regulation Training on Preschoolers Problem Solving

The purpose of this study was to investigate the effects of self-regulation training on problem solving in preschool children. The study participants included 40 children 20 girls and 20 boys from Meybod city with mean age of 5 years and 6 months, were randomly assigned to experimental and which control group. A self-regulation training program was taught to the children in the experimental group for 20 hours by games and story therapy techniques. Three subscales of Arithmetic, Mazes and Block Design from Wechsler Pre-school and Primary scale of intelligence (WPPSI) were used as a measure of problem solving using Analysis of covariance. The difference between the experimental and control groups in the pre-test and post-test was significant (p0.01). Although the boys were better at problem-solving tasks than the girls (p0.01) but difference was not statistically significant for interaction of gender and intervention (p0.01). In other words, effect of the education on boys and girls was the same. Regarding the effectiveness of self-regulation training in problem solving, it is essential that extensive programs be designed to promote children's problem solving ability with its content based on training Self-regulation. Training these skills will also be useful in the development of other cognitive domains.