نشریه سلامت و آموزش در اوان کودکی
پیاپی 1 (پاییز 1399)

Introduction and Purpose :

Children are affected by the physical and social environment, so it is necessary to pay attention to educational spaces and it is necessary to evaluate the school environment in order to support children. Due to the gaps in the evaluation of the school environment, this study evaluates the care environment of non-governmental primary schools in Tehran based on a comprehensive tool. Research method In the present descriptive-survey study, evaluation of 65 schools from the community of 530 non-governmental primary schools in Tehran, which as multistage clusters were selected using the School Age Care Environment Rating Scale (SACERS) tool, with a score of 5 was Performed as a cutting line. tatistical analysis was performed by SPSS.23 software using one-sample t-method and cumulative percentage analysis. Findings Findings of this study showed that schools in space and equipment indices health and safety, activities, program structure with significant differences They were lower than the average of the criterion (mean 5) and did not have a favorable condition. In the interaction indices and employee promotion with a significant difference above the standard mean. Indices related to children with special needs did not differ significantly from the required standard and were in good condition. Conclusion and discussion Lack of awareness of education authorities and parents about the importance of early childhood, lack of awareness and attention to the school care environment, lack of comprehensive tools for assessing and inadequate monitoring of schools and economic factors can be possible causes of non-standard school care environment.

The aim of this research was to compare the comprehensive well-being and family functioning in mothers with emotional disorders children and mothers with normal children.

This study was causal-comparative and its statistical population included mothers of children with emotional disorders and mothers of normal children. Using random sampling, we selected 30 mothers of children with internal emotional disorder and 30 mothers of normal children in primary school in the 4th district of Tehran in the academic year 1397-98. The Akhenbach Emotional Behavioral Disorders Questionnaire (1978); Keys Comprehensive Welfare Scale (SWS, 2003) and the Family Functioning Questionnaire (FAD, 1980) were used to screen students. Analysis of information obtained from the questionnaire with multivariate analysis of variance (MANOVA) through spss-v19 software.

The results showed that there is a significant difference between comprehensive welfare and family functioning in these two groups. Mothers with emotional disorders children have lower comprehensive welfare in all its components, including emotional well-being, psychological well-being and social well-being, compared to mothers with normal children. Also, mothers of emotional disorders children have lower family performance in all its components compared to mothers with normal children, including problem solving, maps, emotional companionship, emotional conflict, behavior control and overall performance.

Attention to emotional, psychological and social well-being of mothers of children with emotional disorders can be effective in promoting mental health and improving family performance. Also, the results of this study can be used to inform School principals and educators and improve the level of counseling services in schools provide counseling.

Children are one of the most vulnerable groups in society, and the danger of harassing different people in the family or community always threatens them. One of the potential risks to children is child abuse. Abused children experience many negative consequences, including in various social, educational, family, occupational, psychological, and neurobiological areas. Despite all available interventions and treatments, It is difficult to compensate for all the damage. Therefore, according to scientific studies, the best way to deal with is to prevent the occurrence of this trauma, and this requires identifying the risk factors, which is discussed in this article.

The research method in this article is a systematic review study. Such that after searching the texts published in some of foreign databases, the findings of existing studies were collected and classified by 2020.

In general, the risk factors involved in child abuse fall into four categories:1.Child characteristics 2.Home environment 3.Parent characteristics 4.Social environment. And each of these factors affects the child's development in varying degrees and according to other factors.

Considering the negative and long-term effects of child abuse. It is necessary to deal with this issue in all its dimensions through the comprehensive Planning. And this requires active and integrated participation at the interinstitutional levels of the family, the education system, the media, the legislative and regulatory systems, the health care systems, the social emergencies, and the support and rehabilitation centers.

Goal:

 Separation Anxiety is one of the disorders which affects in children ’s educational activities and also in their social adjustment, so, the purpose of this study was identifying factors affecting this disorder.

This study is correlation type and data analysis were performed in this research by path analysis method of structural equation modeling. From the community of mothers with 6 and 7 year old girls and boys statistical sample of 620 mother-child pairs from Qom city were selected by stratified and cluster sampling method. To collect data, NEO Five-Factor Personality test, Children maladaptive Schema Questionnaire, and Child Symptom Inventory were used.

Data was analyzed by using of structural equations modeling, and was approved by Using structural equation modeling analysis and appropriate fitness model was approved. Comparative fit index was equal to 0.726 and incremental fit index was higher than 0.9, respectively. In the standard model, the causal relationship means between two paths "mother’s personality" and children’s mediator variables "Attachment" and "maladaptive schemas" and finally on the dependent variable, the "separation anxiety" was seen. Results show the direct negative impact of "Mother’s personality" on "child attachment style" which "The attachment of the child" as a mediator variable by a factor of 0.34 had more impact with respect to "children maladaptive schemas". "Mother’s personality" shows positive and direct impact on the "children maladaptive schemas" and finally on the dependent variable.

The purpose of this study was to investigate the effectiveness of Peer Mediated Intervention on reducing the symptoms of behavioral disorders and increasing social skills in preschool children in District 3 of Tehran in the 97-98 academic year.

The study was conducted by quasi-experimental method with pre-test, post-test, control group and two-month follow-up and the statistical population of 132 male and female preschool students in Tehran's 3rd district in the 97-98 academic year. After available sampling and determining the sample size of 40 people, the Social Skills Rating Scale-teacher form (Gersham and Elliott, 1990) was completed by educators for children and those who had the required score to participate in the study were randomly divided into two experimental and control groups by gender (10 boys and 10 girls in each group). The children in the experimental group participated in the Peer Mediated Intervention plan for 12 weeks and 12 sessions in 20 minutes.

The results of the covariance analyzes showed a significant decrease in the symptoms of behavioral disorders and a significant increase in social skills of children in the experimental group compared to the control group in the post-test and follow-up phase.

Since Peer-Mediated Intervention leads to the reinforcement of positive behaviors by peer groups and learning social skills through the formation of positive interpersonal interaction and reinforcement by peers and social learning, this plan can be used as a effective and useful method for children who are at risk of behavioral problems as well as preventing the occurrence of more serious problems in older years.

IECD is an integrated view on children’s rights and concerns the needs of children under 8. This approach is based on the fact that childhood is the most crucial phase of personal growth and development. The main purpose of this study is an investigation on kindergartens ‘regulations based on IECD indexes.

Qualitative content analysis is applied in this research. Statistical population is considered as 17 cases of regulations about establishing, managing and dissolving kindergartens; educational and health guidelines and welfare organization acts from 1983 to 2015. The main tool of the research is the checklists of content analysis based on IECD indexes.

The investigation on mentioned texts based on the main indexes IECD, including health, nutrition, care, education and parent support revealed that the first four indexes received consideration, but the fifth index i.e. parents support is neglected. Also it was found out that physical aspects received more consideration in health index while children’s mental and social health are neglected. This is also true about children’s care. In the aspect of nutrition, all emphasis is on food safety and issues such as the richness of food and consistent nourishment are overlooked. The last point is that children with special characteristics such as physical, movement or mental disabilities are not considered in these texts.

The main purpose of IECD programme is integrating different aspects of children growth and development, so first we have to run macro policy and then measure executive levels.