The effectiveness of Teaching Philosophy for Children on emotional self-regulation in labor children

The main aim of current research was to evaluate the effectiveness of Teaching Philosophy for Children to improving emotional self-regulation in the labor children. The research method was semi-experimental and its design was pretest-posttest with control group. Its statistical population were included all of 7 to 8-year-old labor children from Tehran in the 2017-2018, which Child’s Mehr Institution selected as a convenience sample and the labor children (N = 36) of this institution randomly assigned to two experimental and control groups. The experimental group were trained for 12 sessions of 1 hour under the Teaching Philosophy for Children program. The Hafmann & Kashdan’s Affective Styles Inventory was used to gather the data and the index the Cronbach's alpha to compute the Concealing, Adjusting, and Tolerating was used. This indicated that respectively 0.70, 0.75, and 0.50 high reliability. The research data was analyzed with Multivariate Covariance Analysis. The results revealed that due to teaching philosophy for children the concealing of labor children was decreased and their adjusting, and tolerating was increased.