somaye jamali paghale - Ph.D. Condidate of Educational Psychology, Alzahra University, Tehran, Iran
Moluk Khademi Ashkzari - Department of Educational Psychology, Alzahra University, Tehran, Iran
Mahnaz Akhavan Tafti - Department of Educational Psychology, Alzahra University, Tehran, Iran
Ahmad Abedi - Department of Psychology and Education of Children with Special Needs, Isfahan University, Isfahan, Iran

Aims: The aim of the current research was to Investigat the effectiveness of early educational interventions on the self regulation skills of preschool children. Method: Statistical population was the Preschool children of Isfahan kindergarten aged 6 to 7 during 2017-2018.The sample consisted of 30 Preschool children that were selected using Attainable sampling. The sample consist of 30 Preschool children that were selected using cluster sampling (each group consisted of 15 children). The early educational interventions performed in experimental group. In the semi experimental design, the Preschool Self-regulation Assessment (Smith Donald, 2007) used to measure research variables. Results: Results showed that early educational interventions were effective in cognitive, emotional and behavioral regulation skills and leading to improved school readiness in children. Conclusion: So early education can have the main role in self regulation among children. Thus, it indicates that effective self-regulation provides a foundation for positive classroom behavior and academic achievement.

Early educational interventions, self-regulation, preschool children