Comparison the effectiveness of different teaching methods (storytelling, performing demonsration activities and common activities) on physical and motor development of preschool children in boroojerd city in 1397

Physical and motor development of the child is affected by factors such as inheritance, type of nutrition, general condition of the body and level of movement and Sports exercises. in the early years of childhood, creating opportunities for action, play and movement is important (1). Preschool educations and teachers’s different training methods can play an effective role in growth and development if all the aspects of individual development are pursued. for this reason, the development of basic physical and motor skills of children as part of these trainings should be further investigated in order to determine its impact on growth and development. on the other hand, investigating of the overall role of trainings and different teaching methods can help to formulate approved programs for this age group. Therefore, in the present study, we try to comparison the effectiveness of different teaching methods (storytelling, performing demonsration activities and common activities) on physical and motor development of preschool children in boroojerd city in 1397.Materials and Methods: In this interventional study with pre-test and post-test design, with using of multistage cluster sampling method, 60 boys and girls from preschools of Borujerd city were selected. then educational intervention was performed with three ways contains storytelling, performing demonstration activities and common activities in three sessions of one hour per week and for 8 weeks in three groups of 20 people. The data collection tool was Ulrich s motor development questionnaire with two subscales of displacement and object control, that completed in two stages (before and after the intervention). Data were analyzed with using SPSS 21 software and proper central and dispersion indices, ANOVA, independent t-test, paired t-test and Chi-square.Results: Three groups from the point of view of average age (in storytelling method 8. 92, in the method of performing demonstration activities 8.8 and in the method of common activities, 8.6 years) and mean weight (in the storytelling method 29.32, in the method of performing demonstration acticity 28.93 and in common activities way29.20 ) did not show any significant difference (p ˃0.05). The mean score of displacement subscale only in two groups of performing demonstration activities and common activities increased significantly after the intervention, than before the intervention (p <0.001). The difference in mean score of the subscale of the object control was significant in all three methods before and after the intervention (p <0.001). Also there were significant differences between the three methods in relation to the increase in obtained mean score in two subscales of displacement and object control after the intervention (p <0.001). So that the method of performing demonstration activities than to common activities and story telling had more effect on the increase in physical-motor growth score.Conclusions: The present study that was conducted with aim Comparison the effectiveness of different teaching methods (storytelling, performing demonsration activities and common activities) on physical and motor development of preschool children in boroojerd city, showed that the educational method of performing demonstration activities has a greater impact on physical and motor development of children. Mehrabian et al, In a study in 2014, showed that the educational method of the selected program and play, in comparison with the common activities, had a greater effect on the motor development of children (2). Farsi and colleagues also in a study in 2011 showed that motor experiences have an impact on the development of gross motor skills in children (3). In all of these studies, the increase in physical activity in selected program methods, play and the method of performing demonstration activities can be attributed to the increase in the physical and motor development of children. Finally, because of the excellence of the educational method of performing demonstration activities in increasing the physical and motor development’ subscales of children, it is suggested that preschool educators use performing demonstration activities method for teaching that increase student mobility.

کلیدواژه ها:

Storytelling ، performing demonstration activities ، Physical-motor development ، preschool childrens