سید امیر قاسم تبار

The aim of the current research is to the effect of applying the Reggio Emilia approach on the learning of experimental sciences in the third grade of elementary school. This research was conducted as a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population of the research was formed by the third-grade students of Andimeshk City. Among them, the third-grade students of Modares boys' primary school were selected and randomly 50 of them were replaced in two experimental and control groups. The experimental group was inspired by the Reggio Emilia approach and the control group was trained with the usual method for 15 sessions. Data collection was done with the researcher-made test of the science lesson and functional checklist. Teachers and professors confirmed the validity of the tool and its reliability was obtained through Cronbach's alpha test of 0.865. The results of the multivariate covariance analysis showed that the Reggio Emilia approach increased the learning rate of third-grade elementary students in the science course in all three levels of facts, basic concepts, and skills. the use of learning in new situations and the whole has significantly increased. This study showed that by using the Reggio Emilia approach as an exploratory, formative, and constructivist approach, students' learning can increase in all three levels of learning and applying what they have learned in new situations).Therefore, it is suggested to use and check the effectiveness of this approach for other courses and educational levels of the elementary school.

Phonological awareness appears in children in the preschool years and develops and evolves in children until the beginning of elementary school. It is one of the most essential pre–literacy skills and predictors of success in reading. Also, early stimulation of phonological awareness prevents learning disabilities by facilitating learning to read. This prevention is critical because learning disabilities have negative consequences not only in the academic but also in social–emotional dimensions and behavioral dimensions. Hence, several interventions and strategies were designed by researchers to help develop and improve the phonological awareness of preschool children. Although the positive effect of storytelling activities on children's comprehension and attention span, language skills, and literacy has been shown in previous studies, its impact on children's phonological awareness has not been studied until this research. Accordingly, the present research was conducted to determine the effectiveness of storytelling activities on the phonological awareness of preschool children.

The research method was experimental with a pretest–posttest and follow–up design with a control group. From the statistical population of children aged 4 to 6 years in preschool centers in the 12th district of Tehran City, Iran, 30 eligible volunteer children were randomly assigned to the experimental and control groups. Informed consent from parents and managers of preschool centers, interest of the child, age range between 4 and 6 years, and lack of any disease or mental and physical disorders were considered as the inclusion criteria. The exclusion criteria were the absence of more than three sessions of children in storytelling activities, the occurrence of any physical and mental problems, simultaneous participation of children in any other related educational programs, and the willingness of parents, managers, or children to withdraw from the research. Children in the intervention group participated in storytelling activities for 8 weeks, three one–hour sessions per week (24 sessions in total). There was no intervention for the control group. The data were collected using the Phonological Awareness Test (Soleymani & Dastjerdi Kazemi, 2005). The data were analyzed using repeated measures analysis of variance and Bonferroni post hoc test at a significance level of 0.05 and through SPSS22 statistical software.

The results showed that the effect of time and the effect of group and the interaction of group and time on the dimensions of phonological awareness, including syllabic awareness, awareness of intrasyllabic units, and phonemic awareness were significant (p<0.05). Also, the results indicated a significant difference in the mean scores of the pretest in all dimensions of phonological awareness with the posttest and follow–up in the experimental group (p<0.001). However, the posttest scores were not significantly different from the follow–up stage in any of the three dimensions (p>0.05). This result means that the impact of the intervention of storytelling activities on children's phonological awareness is lasting.

Based on the research findings, storytelling activities increase preschool children's phonological awareness. Therefore, the purposeful integration of storytelling activities in the preschool curriculum, along with other benefits for children, can be beneficial in the development and strengthening of phonological awareness of preschool children.

Despite the intrinsic and functional value of music education, no model was presented for the preschool music curriculum, which is considered by many experts to be the most important and sensitive period of music learning. The aim of the present study was to design and validate a curriculum model for preschool music education based on David Elliott's theory of praxial music education. The survey method was used for answering the first question (characteristics of the model for preschool music education) the documentary research method, and the second question (the validation of the model). In answering the first question, all theories in the research subject domain, in a multi-phase process, these studies were subject to analysis. Finally, the praxial theory of David Elliot was selected. Then, the seven principles and commonplaces of the music curriculum in preschool were defined and drawn in the form of a model. The results of the validation section showed that, from the point of view of experts, all the components of the proposed model are designed in a desirable and acceptable way, and the developed model is suitable for the music curriculum in preschool.

This study aimed to investigate the effectiveness of positive discipline with Adler-Dreikurs Approach on parenting stress in mothers of students with specific learning disabilities. The design of this study is experimental with pre-test- post-test- follow up and control group. The statistical population of the present research includes all mothers of the 3rd to 6th grade elementary students with learning disabilities in Tehran's 3rd district in 2017-2018 academic year, among whom 32 mothers were selected as research sample by random sampling method and assigned to experimental and control group randomly. Intervention group received Positive discipline training for eight weeks (one 2-hour session per week). Control group received none. Wechsler Intelligence Scale for Children-Revised, Colorado Learning Difficulties Questionnaire, and Parental Stress Index, Short Form were used for gathering the data. Results of the mixed variance analysis showed significant reduction in mothers' parenting stress score of the experimental group in post-test and follow up (P< 0/001). The manner of the effect of Positive discipline with Adler-Dreikurs Approach on parenting stress in mothers of students with specific learning disabilities was discussed.

The current research was conducted with the aim of explaining and interpreting the approach of Reggio Emilia based on the basic assumptions and beliefs of postmodern philosophy. Analytical-inferential method was used to conduct the research. The scope of the current research was all national and international written sources in the field of postmodern education and the Reggio Emilia approach, from which the most reliable sources were selected using a targeted sampling method. To answer the research question, the basic principles and features of Reggio Emilia's approach were described, explained and interpreted based on the four core features of postmodern philosophy. The first feature of postmodern philosophy (denying the centrality of the knowing agent) based on the concept of " progettazione", and paying attention to the teacher as a partner, nurturer and guide and not an omniscient; The second feature of postmodern philosophy (attention to language) based on the idea of "one hundred languages of children"; The third feature of postmodern philosophy (negation of totalitarianism) is based on challenging the idea of the transferability of the curriculum, paying attention to children's meaning-making skills, rejecting the idea of homogenization and dualistic thinking, and being based on inclusive education; And finally, the fourth characteristic of postmodern philosophy (paying attention to the element of otherness) was analyzed and interpreted based on the two concepts of "listening pedagogy" and "pedagogical documentation". Imitating or copying, Reggio Emilia's approach is neither possible nor desirable. However, knowing and analyzing the features and values governing this approach can bring valuable lessons for the reconstruction and reform of early childhood education in our country.

Despite the long-term and far-reaching negative consequences of cyberbullying, there is still no consensus on its definition and nature. The aim of the present study was to provide a definition, history and typology or forms of cyberbullying. The method of the present study was documentary. The research pupulation was all international written (print / electronic) sources on cyberbullying that could be retrieved and accessed through databases. For this purpose, using theoretical sampling method and after reviewing and analyzing the sources collected from the existing document community, among the sources (books, documents and articles) that met the inclusion criteria, were selected as a research sample. Electronic note taking method was used to analyze the documents. After reviewing and analyzing the sources, the evolution and formation of the concept of cyberbullying was explained, cyberbullying was defined and twelve forms of cyberbullying (Harassment, Denigration, Happy Slapping, Cyber Grooming, Flaming, Cyber stalking, Masquerading or Impersonation, Trickery, Outing, Catfishing, Exclusion, Ostracism, Sexual cyberbullying) were identified, defined and conceptualized. The present study has been able to provide valuable information about the nature and methods of cyberbullying for executive bodies and effective legislation in the field of crime prevention, while also for psychologists, educators and sociologists interested in research in the field of cyberbullying. It can be very useful.

The present study was conducted to investigate the effectiveness of embedded picture flashcard training on spelling performance of students with special learning Disorder. The present study was an applied research in terms of purpose and, it was quasi-experimental In terms of data collection, with pre-test-post-test design with a control group. The statistical population of this study was all male elementary school students in Yazd city, in the academic year of 1397-1398. The available sampling method used to select the sample. Thus, among primary school students who were enrolled in treatment and education centers for children with learning disabilities because of their spelling and learning disabilities; Spelling, 9 or lower, was selected, and replaced at random in the experimental (n = 20) and control (n = 20) groups. The students in the experimental group taught during the twenty sessions, sixty minutes (three sessions a week), using embedded picture flashcards, the most important and most used words and first elementary words. The control group trained using the direct method. Multivariate covariance results showed that flashcard training significantly improved written spelling impairment in first grade elementary school students in all two dimensions of visual memory (P<0/001), and educational problems (P<0/001). Therefore, integrated flashcards can be used to treat students' spelling disorder.