Effectiveness of Quinn s Early Educational Program on Attention and Memory of Preschool Children in Isfahan

Background: Early intervention at preschool age can resolve many cognitiveand metacognitive problems of children. Accordingly the present study aimedto investigate the effectiveness of Quinn s early educational program, onattention and memory of pre-school children in Isfahan city.Methods: The study design was Randomized controlled trial. The studypopulation included parents of all pre-school children in Isfahan city duringschool year 2016 - 2017. Thirty persons were selected through conveniencesampling and then randomly divided into experimental and control groups(15 in each group). The research tool that was used in this study is Conner’sNeuropsychological Testing 2004. First, the pretest was conducted for bothgroups; then the experimental group was exposed to eight 90-minute sessionsof Quinn s early educational program; but there was no interference for thecontrol group. At the end of the intervention, the posttest was conducted forboth groups. The data of the study was analyzed through covariance analysistest.Results: The findings showed that Quinn s early educational program hasimpacts on the attention and memory of pre-school children (P-value <0.0005). The average of children s memory and attention were 18.7 (7.12)and 11.73 (5.68) in order to 11.45 (11.4) and 4.93 (2.45), respectively.Conclusion: Given the impact of Quinn s program on the memory andattention of pre-school children, this training can be used to improve theattention and memory of preschool children.