Effectiveness of Quinn's early program on readiness to enter elementary school and social-emotional competence of preschool children

Abstract

Background and Aim: Preschool years as a sensitive period of transformation in all dimensions, which is associated with flexibility, learning experience and providing environmental stimuli are very important. The purpose of this research was to investigate the effectiveness of Quinn's early program on the readiness to enter elementary school and social-emotional competence of preschool children. Methods: The current research was applied in terms of purpose and quasi-experimental in terms of method with a pre-test, post-test and follow-up design with a control group. The statistical population of the research was made up of preschool children from areas 1 to 5 of Tehran in 2020, for each research group 15 people (30 people in total) were selected as samples by random sampling and were assigned to two experimental and control groups. The research tools included the emotional competence questionnaire of Zhu and Ee (2012) and Liles' academic readiness scale (2009). SPSS statistical software and multivariate analysis of variance with repeated measurements were used to analyze the data. Finally, Bonferroni's post hoc test was used to measure the stability of the effects. Results: The results of the statistical analysis of the data show that Quinn's early program significantly increased the readiness to enter elementary school and the social-emotional competence of preschool children upon entering elementary school in the experimental group, and this effect was stable in the follow-up phase. Conclusion: It can be concluded that Quinn's program is effective on the readiness to enter elementary school and social-emotional competence of preschool children; therefore, this program can be used for this purpose in kindergartens and preschools