Fatemeh Nikkhoo; Asgar Alimohamadi
Abstract
Pre-language skills play a significant part in the emotional-social competencies of children. Meanwhile, many children manifest deficiencies in gaining emotional-social competencies as a result of communication delay. The present research method was a semi-experimental pre-test-post-test design with ...
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Pre-language skills play a significant part in the emotional-social competencies of children. Meanwhile, many children manifest deficiencies in gaining emotional-social competencies as a result of communication delay. The present research method was a semi-experimental pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of this research included mothers with children under two years of age who referred to public kindergartens in the second and third districts of Tehran in 1400, of which 40 mothers were selected by purposeful sampling and taking into account the entry and exit criteria. The family-oriented intervention was conducted for 10 sessions. Age and social-emotional stages questionnaire (ASQ_SE) was used to collect data. The results of the research showed that the family-oriented pre-language intervention has a significant effect on the social-emotional skills of children under two years old with communication delay (p<0.05). Teaching family-centered pre-language intervention can help improve the emotional-social skills of children under two suffering from communication delay. Therefore, such interventions can be used as an effective type of treatment in clinical environments
