Effectiveness of Rhythmic Games on Planning and Organizing Skills, Flexibility, Inhibition, and Metacognition of Pre-School Children

Finding appropriate methods for improving executive functions such as planning and organizing skills, flexibility, inhibition, and metacognition in preschool children is important, because these functions influence all their future activities. Therefore, the purpose of this research was to investigate the effectiveness of rhythmic games on the planning and organizing skills, flexibility, inhibition, and metacognition of preschool children.

The research method is a semi-experimental study with pretest- posttest control group design. The statistical population included all 4-6 year old children enrolled at Rasht kindergartens and preschool centers in 2017, among them a sample of 30 individuals were selected by convenience sampling method and based on inclusion conditions. Research instrument was behavior rating inventory of executive function (Spies, Isquith and Gioia, 2002). The experiment group received intervention program for twelve 45-minute sessions, whereas the control group received no training. Data were analyzed by analysis of covariance.

The findings of this study showed that the intervention of rhythmic games improved the planning and organizing skills (P<0.001, F=21.11), flexibility (P<0.001, F=17.89), inhibition (P<0.01, F=7.58) and metacognition (P<0.001, F=19.59) in experimental group.

Based on the results of this study, it can be concluded that performing of rhythmic games in interesting and hierarchical sessions, gives children the opportunity to develop their skills in planning and organizing, flexibility, inhibition, and metacognition. Therefore, it can be used as a complementary approach to other training programs.