The effect of brain-based education on level of learning of pre-schoolers and their linguistic preparedness

The purpose of this study was to determine the effect of brain-based education on preschoolers level of learning and their linguistic preparedness. This research was carried out using quasi-experimental design with pre-test and post-test design. The subjects were 40 students who were selected by multistage cluster sampling and were divided into experimental and control group (two classes of 20 people). The pre-school educator of experimental group was trained in 9 sessions moreover two sessions of brain education were given to children's parents. The learning environment was changed based on the components affecting the brain (light, nutrition, oxygen, colour, music, and water). Subsequently, in the experimental group, training was provided for four months based on the principles of the brain-based curriculum. For both groups, pre-test and post-test were performed according to the content of the activities planned for the preschool education. Data were analyzed using covariance and T tests. The findings indicated that brain-based education has a significant effect on increasing the level of learning and its sustainability as well as their linguistic preparedness.