Kindergarten can predict school children s intelligence

Background: The aim of this study was to evaluate the effect of kindergarten on school children’s intelligence growth. Materials and Methods: Research methods was causal-comparative and the statistical population was formed elementary schools of Tehran’s 10 district in 2015. Sampling method was stratified cluster and casual that 87 people (boys with the age range 7 to 10 years) were selected as the final sample. Method of data collection was conducted based on questionnaire and check list. Wechsler Intelligence test’s fourth form used to estimate children intelligence. Descriptive statistics, mean, variance, standard deviation and frequency distribution tables was used to analyze the data and inferential statistics Leuven for equality of variances and independent t-test was used to compare independent groups. Results: The results showed that children who attended Kindergarten for at least 2 years were better in the subscale of similarities, vocabulary, comprehension, general information, verbal reasoning, design with cubic, visual concepts, visual reasoning, complete images, Digit Span, sequence letters and numbers, accounts, cryptography, finding symbol and drawing. But in the subscales of comprehension, general information, cubic design with, visual reasoning and account differences were not significant. Conclusion: It is proposed to generalize the results; more research is done in the larger society.