The Effectiveness of Creativity Training by Using Lego on the Emotion Regulation of Gifted Children

Background and Aim: use different approaches to teaching and learning are very important for Preschool and early elementary years. Methods: The research method was a pretest-posttest test with control group. The statistical society of this study included all children aged ۴ to ۵ at Lego education center in Tehran in ۱۳۹۷-۹۸. For this purpose, ۳۰ children were selected by available sampling. The research instrument consisted of emotion regulation questionnaire (Gross & John, ۲۰۰۳), new version of Tehran-Stanford-Bineh intelligence assessment test (Afrooz & Kamkari (۱۳۸۸)) and emotion regulation checklist (Shields & Cicchetti, ۱۹۹۸). The experimental group was trained with creativity training by using Lego in ۱۲ sessions ۶۰ minutes. Data were analyzed by using covariance analysis. Results: the aim of this study was to evaluating effectiveness of creativity training by using Lego on the emotion regulation of gifted children. Conclusion: The results showed that: structured games using Lego bricks had a significant effect on the emotion regulation subscale (emotion regulation & emotional processes) (P < ۰.۰۱). But this effect on the emotion regulation subscale (expressive source & cognitive reassessment) was not significant (P > ۰.۰۱).

Keywords:

Creativity training by using lego , Emotion regulation