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Background: The early years of life have an important role in children's growth and development, and training during this period will play a pronounced role in their whole life. Behavioral problems (BPs) that children showed at this age have been a growing concern for those involved in pediatric health. The aim of this study was to compare the effectiveness of puppet show and storytelling methods on BPs among preschool children. Materials and Method: This quasi-experimental study was conducted on three groups (puppet show and storytelling as test groups and a control group), in three stages, using a pretest–posttest design. The study was conducted in 2014 on 75 children age 3–5 years selected from three kindergartens in Isfahan, Iran. The subjects were selected using random clusters sampling method. To collect data, Shahim Preschool Children Behavior Problem Questionnaire was used. Data were analyzed using descriptive and inferential statistics in SPSS software. Results: The results of the statistical tests including one-way analysis of variance (ANOVA) and repeated measures ANOVA test showed that mean variation in both puppet show and storytelling groups was significantly higher than the control group immediately and 1 month after the intervention (p < 0.001). Variation was significantly higher in the puppet show group compared to the storytelling group immediately (F = 222.5, p < 0.001) and 1 month (F = 235.5, p < 0.001) after the intervention. Conclusions: It can be concluded that compared to the storytelling method, the puppet show method has a greater impact on improving behavior problems among preschool children.
Ghazavi et al. (Fri,) studied this question.