Email this article Comparing Social Development, Cognitive-motor Development and Behavioral Problems of First Grade Female Students in Primary School with and without Kindergarten Service
Abstract
that are due to growth pressures and compliance with family and community expectations. The aim of this study
was to compare the social development, cognitive-motor development and behavioral problems of elementary and
elementary girl students from the day care center of Yasuj city.
Material and Methods: This study was conducted as a causal study with the participation of fist grade elementary
school students in Yasuj city in the academic year of 2015-16. 132 of them were selected by random sampling. In
this study, 69 (52.3%) participants were enrolled and 63 (47.7%) were non-edible from kindergarten services. Data
were collected using Vineland’s Social Development Questionnaire, Rutter Behavioral Disorders Questionnaire
and Knowledge Development, Social Communication, and Newshe Scale. Data was entered in SPSS-22 software
and analyzed by the independents t-test.
Results: The mean (SD) of social growth scores in nursing children and nursing homes was 8 (0.8) and 6.9
(1.2), cognitive development was 12.5 (3.6) and 9.7 (9.1) and motor development were 16.1 (4.4) and 12.9 (1.8)
(P<0.001). Also the signifiant difference among the general self-esteem in children with and without edema were
10.7 (2.1), 2 (9.2) and (P=0.005), self-help in eating 2.8 (0.9) and 6.6 (1.6) and self-help in wearing 8.4 (0.9), 7
(3.1) and (P=0.001). On the other hand, behavioral disorders, including overactive aggression were 6.3 (2.3) and
8.2 (2.2), social incompatibility 5.3 (2.2) and 6.5 (1.1) and antisocial behaviors were 5.7 (2.2) and 7.1 (0.2) in the
girls who received the service Kindergarten was less than unpardonable (P=0.001).
Conclusion: The study showed that general self-help of primary school children enjoying child care services was
better than primary school girl students of child care services.
Keywords
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