نشریه تفکر و کودک
سال یازدهم شماره 2 (پاییز و زمستان 1399)

The present study was conducted with the aim of explaining and validating the theoretical framework of the research-oriented curriculum and its analysis in the content of the sixth grade elementary experimental science textbook. The research was conducted in a documentary manner with the accreditation of focus groups as well as content analysis. The research population in the documentary analysis of all texts related to the research-oriented curriculum, in the accreditation of the curriculum professors of Tehran universities (University of Tehran, Shahid Beheshti, Allameh Tabatabai, Shahid Rajaei, Shahed and Payam Noor) with a total of 30 people and in the analysis The content of the textbook was Experimental Science for the sixth grade of elementary school. Sampling was also not performed. The tool in document analysis of the filing form was the researcher in the validation of the questionnaire form and in the content analysis, the content analysis list was. The results showed; The most important aspects of a research-oriented curriculum; Dynamics, knowledge building, teacher-researcher, testability, practice and activity-oriented, cooperation and collaboration, questioning, critical thinking, problem orientation, spontaneity, evaluation, exploration, exploration and learning are self-regulating, plus dimensions have components Are their own. 2.The validation of the dimensions of the research-oriented curriculum from the perspective of experts has been such that among the above ten dimensions from the perspective of Iranian curriculum experts, the problem-oriented component has the highest rank and the component of cooperation has the lowest rank. 3. The degree of adaptation of the dimensions of the research-oriented curriculum to the content of the sixth grade elementary science-experimental science textbook is very different. So that in the content of the sixth grade experimental sciences textbook, the highest importance is related to the component and inquiry is the lowest importance factor related to the component of self-regulated learning. 4. There is no correspondence between the content of the sixth grade elementary experimental science textbook and the dimensions of the research-based curriculum accredited from the perspective of experts.

Abstract The aim of this study was to investigate skills, dispositions and teaching methods of critical thinking based on the results of related researches. The research approach is qualitative and its method is research synthesis in which related researches are systematically selected, content analyzed and categorized. The study subject has been articles on critical thinking in English since 2014. Out of 120 articles obtained by a purposive sampling, based on data saturation, 31 studies on critical thinking teaching were screened and selected.  After analyzing the data by qualitative content analysis, all the skills and dispositions of critical thinking are arranged according to a new division. Thus, skills are divided into six main categories: recognition, information gathering, analysis, contemplation, presentation, assessment and self-criticism, and dispositions are divided into eight categories: rationality, creativity, flexibility, transparency, organization, self-reliance, exploration and interaction. Then, the teaching methods for reinforcement of critical Thinking’s skills and dispositions has been examined. The research results show that simulation, cooperative, playgroup, group work, six thinking hats, role-play, problem-based, discovery, project-based, Inquiry-based, brainstorming and concept mapping teaching methods have made a significant contribution in most researches on development of skills and dispositions of critical thinking.

The present study aimed to investigate the effect of time management training and proper use of mobile phones, social media, and cyberspace on attachment patterns, children's behavioral problems, and the rate of internet addiction in parents of kindergarten children. The research method was quasi-experimental with a pre-test and post-test design and a control group. From all mothers of kindergarten children in district 2 of Tehran, 30 people were selected as a sample by multistage random sampling method. The research instruments included the Internet Addiction Test (IAT, Kimberly Young), the Child Behavior Checklist (CBCL, Achenbach), and the Attachment Q-Set. Data were analyzed by multivariate analysis of covariance (MANCOVA). The results showed that there was a significant difference between the scores of attachment pattern, children's behavioral problems, and internet addiction between the experimental and control groups in the post-test. The training was effective in managing time and parents' proper use of mobile phones, social media, and cyberspace. It also improved attachment, reduced children's behavioral problems, and reduced internet addiction in the parents of kindergarten children.

Cultivating philosophical thinking in children and teaching intellectual programs, because it expands the child's mental and spiritual dimensions is one of the basic programs of teaching children. The teaching of philosophical skills is also seen in the poetry of some children and adolescent poets. This study examines the children's poetry of Gholamreza Baktash and Nasser Keshavarz in order to answer the question of what skills and components of philosophical thought have been taught to children in the children's poetry of these two poets. This research is done in a descriptive-analytical way and based on library information The most prominent philosophical thinking skills taught to children at the heart of these poems are reasoning, questioning, curiosity and exploration, discovery, analogy, and communication, problem solving, analysis, and decision making.

The main purpose of this study is to explain a model of philosophy for children curriculum for junior high schools (grades 7 through 9) in Iran. The research approach is exploratory mixed type. At first, after reviewing the theoretical foundations in the field of P4C and purposeful sampling, the opinions of 19 curriculum experts and P4C specialists were collected through semi-structured interviews and then thematic structures were obtained by theme analysis method. In the quantitative step, the Delphi method was used. To determine the degree of consensus among experts, Kendall coordination coefficient and to evaluate the content validity of the questionnaire, relative content validity coefficient (CVR) and content validity index (CVI) and to assess the reliability, Cronbach's alpha was used. Based on the research results, 135 components of the P4C curriculum for the first year of high school in Iran were identified and a conceptual model was designed in the form of ten Akker elements. In the form of 10 dimensions, logic or reasoning (26 indicators), goals (39 indicators), content features (8 indicators), content forms (7 indicators), teaching-learning methods (13 indicators), facilitator features (12 indicators) The characteristics of the learning environment (4 indicators), evaluation (19 indicators), grouping (3 indicators) and time (4 indicators) were prioritized.

Effective implementation of guided play requires teachers who, with a clear understanding of their role and that of children, know how to begin and interact during play. Such teachers, while paying attention to and supporting learning goals, also provide children with a process of enjoyable playing experience. The goal of the current study was to identify and explain the role of the coach and the child in the guided play process of teaching-learning. The research method was inductive qualitative content analysis in which guided play research studies in the field of children's education between 2000-2020 were identified by purposive sampling and analyzed until reaching saturation. The result of analyzing 17 scientific sources (including 15 articles and 2 dissertations) led to the identification of 6 main organizing themes and 5 sub-organizing themes, which were divided into two comprehensive themes: teacher role (purposeful initiator, a participant in the play, supportive) and child role (intrinsic motivation, active role in the play, dynamic participation). The identified themes were well-received and validated by experts.

Since high levels of stress have many negative consequences on students' academic future, so the present study was conducted with the aim of predicting academic stress based on creative thinking, emotional intelligence and mindfulness among gifted students. The research method was descriptive and correlational. The statistical population of the study consisted of all male and female high school students in gifted schools in Ardabil in the academic year 2019-2020 that 170 people (100 boys and 70 girls) were selected by cluster sampling. In this study in order to collect data from instruments, academic stress Zajacova, Lynch, & Espenshade, (2009), Welch and McDowell Creative Thinking (2002), emotional intelligence (EIS) (1998) and mindfulness (KIMS) (2004). Data were analyzed using Pearson correlation test and simultaneous regression analysis. The results showed a significant negative correlation between the variables of creative thinking, emotional intelligence and mindfulness with academic stress of gifted students. The results also showed that creative thinking, emotional intelligence and mindfulness predict a total of 64% of the variance of academic stress in gifted students (p <0.05). Therefore, it can be concluded that by increasing creative thinking, mindfulness and emotional intelligence in gifted students, the severity of academic stress can be reduced.

The purpose of this study was to investigate the effectiveness of combined training philosophy for children and empathy program on social competence of elementary students. The research method is semi-experimental (pre-test and post-test design with control group). Statistical population of research includes all boy students who are studying in elementary school (fifth and sixth grade) from Tehran, in the 2018-19. Using the convenience sample, the 30 person who obtained the lowest scores in the social competence questionnaire, selected as sample and randomly assigned to two groups of 15 (control and experimental). The experimental group then passed the combined training of philosophy for children and empathy program for 10 sessions each for 1 hour. Flenz social competence questionnaire (1990) was used for data collection. The data is analyzed through covariance method. The results represent the significant effect (P>0/01) and the implementation of this program increase the social competence of students.

The aim of this study was to determine the effectiveness of teaching philosophy to children through the research community method for students' academic anxiety. The research method was quasi-experimental in which a pre-test-post-test design with a control group was used. The study participants included 40 sixth grade elementary students in Maragheh in the academic year 2019-2020.  who were randomly selected by cluster sampling and randomly assigned to each of the experimental and control groups. Research instruments include the Academic Anxiety Scale (Philips, 1978), which has four components: fear of assertiveness, lack of self-confidence, physiological reactions, and test anxiety. In the experimental group, teaching philosophy to children was used by the research community method and in the control group, the traditional teaching method was used. Multivariate analysis of covariance was used to analyze the data. The results showed that teaching philosophy to children through the research community method has a significant effect on reducing academic anxiety (P = 0.001, F = 31.126). Also, the effectiveness of teaching philosophy to children through sociological research method in reducing test anxiety (P = 0.001, F = 47.884), physiological reactions (P = 0.001, F = 38.866), fear of assertiveness (0.001). P = 37.480 = P) and students' lack of self-confidence (P = 0.001, F = 37.55) were significant. Therefore, applying the method of teaching philosophy to children through the research community method has a great effect on reducing students' academic anxiety.

The aim of this study was to compare the effectiveness of child-centered group play therapy and parent group play therapy on correcting social maladaptation and loneliness in preschool children. This research is a quasi-experimental design of pre-test-post-test with control group. For convenient sampling method, 30 parents, 15 people in the experimental group, 15 people in the control group and 30 preschool children, 15 people in the experimental group and 15 people in the control group were assigned. The experimental groups underwent 8 sessions of play therapy. The instruments used were Asher and Wheeler's loneliness questionnaire and Sinha and Singh social adjustment questionnaires. The results showed the effect of play therapy on children and parents respectively on improving social maladaptation (P 0.05) and children's loneliness ( P> 0.05) were not statistically significant. Therefore, child-centered group play therapy and parent group play therapy were effective on improving social maladaptation and loneliness of preschool children, but there was not significant difference between the two groups.

The purpose of this study is to identify the challenges of the Institute for the Intellectual Development of Children and Young Adults in the development of performing arts. In order to achieve this goal, the development policies of this Institute in this topic have been studied as the main question of the research. The research in terms of method and combined nature, arises from the theory of data foundation (qualitative) and descriptive-survey (quantitative). The statistical population of the research in the qualitative section includes experts in the field of performing arts at this Institute. The statistical population of the quantitative part consists of managers, experts and educators of this Institute. Theoretical sampling method and theoretical sample size is density.The qualitative measurement tool is the interview and the quantitative measurement tool is a closed questionnaire. The questionnaire contained 72 closed questions and a 5-point Likert scale was used in the questionnaire. Questionnaires were distributed among 30 managers, experts and educators of this Institute. The analysis of the results using SPSS 20 software indicates that the development challenges of this Institute in cultural and artistic centers are mostly influenced by the categories of education, finance, management, rules and policy.

The purpose of present study was to identify and develop a philosophy curriculum model to children. The present study was a mixed exploratory study. The statistical population of the study in the qualitative part was all of academic and education experts that among them 21 people were selected as the sample size using purposive sampling method. In the quantitative part, the statistical population included all elementary school teachers in Tehran city that among them 420 people were selected as a sample using random cluster sampling method. In order to collect data in the qualitative part of the research semi-structured interview and in the quantitative part, a researcher-made questionnaire was used. The method of data analysis in the qualitative part was theoretical coding and in quantitatively section Pearson correlation and factor analysis were analyzed using SPSS-v21, Smart Pls-v3 and Lisrel-v8 software. The results showed that teaching philosophy to students includes three general dimensions of constituent factors (philosophical mentality, philosophical dialogue and teaching philosophical education), influencing factors (curriculum, teacher and management) and influenced factors (critical thinking, Wisdom and self-efficacy). The results of confirmatory factor analysis showed that the proposed model has a good fit.