Volume 18, Issue 4 (Winter 2013)                   Horizon Med Sci 2013, 18(4): 203-207 | Back to browse issues page

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Ghanayi Chemanabad A, Kareshki H. Effect of rhythmic movements learning on intelligence and social development of preschool children. Horizon Med Sci. 2013; 18 (4) :203-207
URL: http://hms.gmu.ac.ir/article-1-919-en.html
1- Department of Educational Sciences, Faculty of Educational Sciences & Psychology, Ferdowsi University of Mashhad, Mashhad, Iran , alighanaei@yahoo.com
2- 1Department of Educational Sciences, Faculty of Educational Sciences & Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
Abstract:   (5951 Views)
Aims: Body movements, especially rhythmic movements, affect the cognitive, emotional and social functions directly or through mechanisms or the other processes. These movements are performed within the framework of enjoying and relaxing recreational activity and are a means for self-expression, thoughts, feelings, a means for treatment, enhancing the body fitness and reducing the anxiety. The aim of the present study was to examine the effects of rhythmic exercise on preschool children’s intelligence and social development.
Methods: This quasi-experimental research was conducted on the population of 93 preschool children 1 and preschool children 2 of the kindergarten of Ferdowsi university of Mashhad in academic year of 2008-9 and 35 children were placed in the experimental group and 22 children were placed in the control group. Data collection tools included Goodenough draw-a-man intelligence test and Vineland social maturity scale. The experimental group enjoyed the instructional rhythmic movement package for four months, in two 1.5-hour sessions per week, utilizing 60% of child’s heartbeat. The control group received different independent instruction. ANCOVA analysis test was administered in SPSS 20 software.
Results: Posttest scores of social intelligence scale for experimental group (121.43±21.26) and control group (115.91±15.33) had a significant statistical difference (F(1, 54)=6.077 p=0.017) in terms of the amount of changes compared to the pretest. A significant statistical difference was observed between the Goodenough intelligence’s pretest score (118.91±15.60) and posttest (129.60±17.30) in the experimental group (F(1, 54)=26.08 p=0.001).
Conclusion: The instruction of rhythmic movement therapy (RMT) is effective for the academic community preschool children’s social growth and intelligence.
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Type of Study: Original | Subject: Mental Health
Received: 2010/11/1 | Accepted: 2013/05/5 | Published: 2013/05/5

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