Janbozorgi F, Mortazavi N S. Comparison of children's problem solving skills and self-esteem levels in child-centered and teacher-centered preschools. Rooyesh 2021; 10 (2) :81-90
URL:
http://frooyesh.ir/article-1-2516-en.html
1- M.Sc., Clinical Psychology, Islamic Azad University, South Tehran Branch, Tehran, Iran. , fatemeh.janbozorgi64@gmail.com
2- PhD, Industrial-Organizational Psychology, University of Isfahan, Isfahan, Iran.
Abstract: (1388 Views)
The aim of this study was to compare children's problem-solving skills and self-esteem levels in child-centered and teacher-centered preschools. This study was a comparative causal study. the statistical population of the study included children studying in preschools in the 15th district of Tehran. 50 children (25 people with child-centered education and 25 people with teacher-centered education) were selected by convenience sampling method. Data were collected using a clinical interview scale of different solutions (Shure & Spivack, 1988) and a children's self-esteem questionnaire (Azizi Moghaddam, 1386). The obtained data were analyzed using multivariate analysis of variance. The results of this study showed that problem-solving skills and their sub-components (related solutions, related classes, and unrelated answers) and self-esteem level and its sub-components (social self-esteem and academic self-esteem) are significantly higher in children in child-centered preschools than teacher-centered preschools (P <0.05). Due to the effect of the type of instructor training on problem-solving skills and children's self-esteem, the implementation of training based on a child-centered style can be used to adjust the psychological characteristics of children.
Type of Article:
Research |
Subject:
Clinical Psychology Received: 2020/12/16 | Revised: 2021/05/9 | Accepted: 2021/01/10 | ePublished: 2021/04/30