عنوان مقاله [English]
نویسندگان [English]چکیده [English]
The aim of this study was the investigation of the effect of Vygotsky's social-cultural approach to education on cognitive-social development of pre-school trainees in Sanandaj. Research method used in this study was of quasi-experimental type with pre-test, post- test and control group. The population of the study consisted of girl preschool students in Sanandaj in school year of 2011-2012. Out of this population a sample size of 60 students (30 in experimental group and 30 in control group) was selected using purposive sampling. Data was collected using Tehran-Stanford-Binet intelligence test and Vinland social growth questionnaire. First, a pre-test was administered to both experimental and control groups, then the experimental group went under 3 months training based on Vygotsky’s social-cultural approach and then the post- test was administered to two groups. For the purpose of data analysis descriptive (mean, standard deviation) and inferential statistics (ANCOVA) were used. The results showed significant difference between two groups in their cognitive- social development and the components of visual/abstract reasoning, verbal reasoning, and short-term memory. However, no significant difference was seen in their numerical reasoning. The findings also revealed that the experimental group had a better social development than control group which was obvious in their significantly different means.