مجله مطالعات پیش دبستانی و دبستان
پیاپی 5 (پاییز 1395)

The purpose of this study was to determine the relationship between parenting style and depression in preschool children in Bokan. The statistical population of this study was all students of preschool schools in Bokan. In a correlational study, 100 students were randomly selected as cluster samples. A questionnaire for parenting method was used by Diana Baerind (1972), and the parent-teacher questionnaire for the Children's Symptoms Symptom (CSI-4, 1994) was used as a research tool. The reliability of the questionnaires in this study was 87% and 79%, respectively, through Cronbach's alpha method. The statistical method used in this study was independent t-test, which indicated a significant relationship between the studied variables. The findings showed that there is a difference between parenting style (dictatorship, authoritarian, permissive), and depression in preschool children, among them the authoritarian manner of childbearing has the most impact on children's depression, and in fact it can be said that the best predictor of children's depression is the authoritarian style of parenting.

The present study analyzes the content of the elementary school empirical science books from the perspective of Guildford’s creativity indicators. This analysis has determined divergent tasks as factor of creativity, and these tasks have been surveyed in elementary schools empirical science books. This research is a quantitative content analysis, and its population is elementary schools empirical science books. Since these books have 4 sections of biological sciences, physical sciences, earth sciences, and health; therefore, the sample has been chosen from each section. So one lesson has been selected randomly from each section, and attained a total of 20 lessons. In this sample, divergent tasks have been coded based on the characteristics of fluency, flexibility and originality. To estimate the reliability used from correlation coefficient of between coders. This coefficient in the empirical science books of the first, second, third, fourth and fifth grades equaled with 0.7, 0.87, 0.86, 0.89 and 0.94. The data analysis has carried out by descriptive statistic. The results shown measure of divergent tasks not equal in the 4 sections of empirical science books and different grades too. The measure of divergent tasks not regular from view of vertical organization. The measure of divergent tasks is 30.31 percent in empirical science books of elementary course, and other tasks are convergent tasks. In comparison with grades, the measure of divergent tasks from more to less consists of the first grade: 54.5, the fifth grade:30.9, the third grade:30.7, the second grade: 29.4, and the fourth grade:23.5 .

The aim of this study was to compare executive function (attention) and psychomotor performance in preschoolers based on participation and traditional kindergarten. The method of study was a causal – comparative design. The study population included all male and female children of pre-school centers in Tehran in the academic year 1394-95 that among them 60 children (30 boys and 30 girls) from 6 to 7-year-olds were selected through purposive sampling. To collect the data used from the nerve-psychological Connors test used to assess attention and psychomotor performance. To analyze the data T-test and multiple analysis of variance was used. The results showed a significant difference between selective attention and psychomotor performance in children of preschool based on participation and traditional (p< 0/05). According to the results, it can be concluded that the existence of and participation can affect selective attention the psychomotor performance.

The purpose of the present study was to predict job satisfaction based on metacognitive beliefs and difficulties in emotion regulation in kindergarten mentors. The method of this study was descriptive-correlational. The statistical population included the mentors of kindergartens in Tehran in 1394. Two hundred and forty participants completed 3 Questionnaires: Gratz and Roemer's Difficulties in Emotion Regulation Scale (2004), Wells' Metacognitive Beliefs Inventory (2004), and Dunntt's Job Satisfaction Questionnaire (2005). Data were analyzed by multiple regression test. The research findings showed that all components of job satisfaction predicted based only on the negative beliefs about the controllability of thoughts and corresponding danger (one of the components metacognitive beliefs). Among the components of emotional regulation, non-acceptance of emotional responses and difficulties engaging in goal-directed could predict all components of job satisfaction negatively. The component of impulse control difficulties could negatively predict appreciation. The component of lack of emotional awareness predicted the component of responsibility and development, negatively. Based on the findings of this research is recommended that psychologists and consultants for improving the job satisfaction of kindergarten mentors modify their emotion regulation strategies and metacognitive beliefs.

The purpose of this study is to examine children's spiritual styles for knowing God. In reviewing the literature, no studies were found examining the children's spiritual styles for knowing God in Iran. For this purpose, we use qualitative research techniques through mosaic approach. The population of this study is all of 3 to 6th grade elementary students of Tehran which is the capital of Iran. We use purposeful sampling method to select 20 students for our sample. Methods of collecting qualitative data were interviewing with the child, interviewing with her parents and child's drawings. In order to analyze the data, we use the content analysis method. The results showed that there are four ways for knowing God, which are action-centered approach, emotion-centered approach, word-centered approach and symbol-centered approach. In sum, we can say that there are different preferred styles for children in knowing God. Within this diversity, however, four vital spiritual avenues were demonstrated.

Early pre-math skills in kindergarten have proven to affect mathematical achievement in school years, but there is limited research about the efficacy of pre-math training particularly for at-risk children for mathematical difficulties. The current study utilized an applied design with pre- and post-tests in the experimental and control groups. Therefore, the purpose of the present study was to investigate the effectiveness of basic math skills training on enhancing math achievement of preschool children with low working memory and pre-math skills. In a randomized cluster sampling method, data were collected for 57 preschool children with low working memory and pre-math skills who registered in the academic year 2015-16 in daycare and preschool centers in Tehran, Iran. The participants randomly were assigned into two groups. The experimental group participated in the pre-math training program in 24 sessions, 30 to 45 minutes each. Kohansedgh Basic Mathematical Skills for Children (1998) and Stanford-Binet Intelligence Test (2012) were used to evaluate mathematical skills and intelligence quotient. Independent t test was used to examine differences among demographic characteristics of the subjects in the both experimental and control groups. Also analysis of covariance was conducted to examine the effectiveness of the intervention. The findings revealed that pre-math skills training increased math achievement of preschool children at risk for mathematical difficulties. Therefore, it can be concluded that basic math training is an effective methods to prevent math problems or improve math achievement of children at risk for mathematical problems