نشریه سلامت و آموزش در اوان کودکی
سال دوم شماره 1 (پیاپی 3، بهار 1400)

The purpose of this study was to investigate the effectiveness of acceptance and commitment in depression therapy and cognitive fusion of mothers whom children suffer from attention deficit/hyperactivity disorders.

The present research was Quasi-Experimental with pre-test, post-test and control group. The statistical population of study included all mothers of children with attention deficit/hyperactivity disorders who consulted with psychologists or psychiatric clinics in Yazd in 2019.The sample size was determined by using Cohen's table which was selected from available sampling and randomly divided into experimental and control groups (each of which with 15 subjects). In order to data collecting Beck Depression (1996) and Gillanders, et al. (2014) Cognitive Fusion questionnaire were used. The experimental group received 8 sessions of Acceptance and Commitment Therapy in about 90 minutes. The data were analyzed by SPSS software & multivariate method of covariance (MANCOVA).

The results showed that the treatment based on the acceptance and commitment of depression therapy and cognitive fusion of mothers whom children suffer from Attention deficit/hyperactivity disorders were effective.

The findings of this study highlights the importance of using these interventions in depression therapy and cognitive fusion in mothers of children with attention deficit/hyperactivity disorders and provides new horizons in clinical interventions of these mothers and their children.

The present study examined and compared parenting stress and marital satisfaction in mothers of children with autism spectrum disorder and mothers of healthy children.

The statistical population of this study included all mothers of healthy children and mothers of children with autism spectrum disorder who referred to the centers for organizing, treating and rehabilitating autistic disorders in Districts 5 and 6 of Tehran Province. The sample members included 50 mothers of healthy children and 50 mothers with autism spectrum disorder children who referred to selected centers in districts 5 and 6 of Tehran and participated in this study. The available sampling method was used in the study and the sample size was determined based on the background of similar studies. The research instruments included Barry Jones Parenting Stress Questionnaire (1995) and Afrooz Marital Satisfaction Questionnaire (2008).

After collecting data, the data were analyzed using statistical models of two independent groups and multivariate analysis of variance. The results showed that there was a significant difference between parenting stress and marital satisfaction of mothers whom children suffered from autism spectrum disorder and mothers of normal children. Mothers of children with autism had higher parenting stress spectra and lower marital satisfaction than mothers of healthy children.

Children are affected by their environment, so this effect on their development, too. Therefore, the quality of education and caring environment of children play an important role in theses effective periods of time. One of the solutions to improve the quality of educational environments is to evaluate the quality of kindergartens based on a comprehensive tool. The purpose of this study was to evaluate the educational and care status (furniture space, daily activities for personal care, language and books, learning activities, interactions, central program structure) for children in range of 1 to 3 years of old in Tehran's kindergartens.

The statistical population of the study contained all non-governmental kindergartens with a license for infants and toddlers (1 to 3 years of old), under the supervision of the Welfare Organization of Tehran Province in 1998 (580 kindergartens) and the sample size had been determined 90 care centers. The sampling method was random-clustering, then the quality measurement scale of child care and education centers (ITERS-3) was used. In this study, descriptive indices (frequency, mean, standard deviation, skewness and elongation) and inferential indices (one-sample t-test) and SPSS software version 21 were used to analyze the data.

Kindergartens' environmental conditions such as space and furniture, and other indices consist of daily care activities, books, learning activities, interactions, program structure and the language interacted unfortunately were significantly lower than the average (average 4).

Lack of parents' awareness of the importance of kindergarten educational environment, lack of skills of kindergarten teachers, lack of comprehensive tools for evaluating the educational environment, insufficient supervision of kindergartens and economic factors cause the unfavorable situation of the care environment.

Teachers are the most important element of the educational system; their competence can play a decisive role in optimizing educational processes. The purpose of this study was to design standard tools in order to measure the health and knowledge of kindergarten teachers.

The research method was quantitative-qualitative and the statistical population of this study included all kindergarten teachers in Tehran Province. In the quantitative part, the research method was descriptive and the participants included 1133 kindergarten teachers who were selected by Quota. In the qualitative part, the method of multi mini-interviews (MMI) was used. In line with sampling in the qualitative part, 62 trainers were selected by availability. In the quantitative section, 129 questions were prepared to assess the knowledge level. Emotional Intelligence (Bar-on), Mental Health (BSI) and Spiritual Health (Abolmaali and Musazadeh) instruments were used to measure teachers' health. In the interview part, the qualifications of a number of teachers were re-evaluated through multi mini-interviews (MMI) in four stations (health, resume, knowledge and administrative rules).

The results obtained in the quantitative part of the research showed that 62 questions from the set of questions had appropriate psychometric properties to assess the knowledge of kindergarten teachers. The results of exploratory factor analysis showed that the instrument of spiritual health consisted of two components: faith in God and self-control. The factor structure of emotional intelligence and mental health instruments was examined through confirmatory factor analysis and the results of model fitness indices showed that the data were consistent with the theory and the scales used had suitable psychometric properties for evaluation of kindergarten teachers.

In general, it can be said that the instruments prepared in the present study can be used as standard scales to measure the health and knowledge of kindergarten teachers.

The present study was conducted to compare changes in visual perception, processing speed and sustained attention at different times of the day in normal students and students with special learning disorders in a range of 8-12 years of old according to chronobiology principles.

The goal of this research was practical and its procedure was non-experimental and post-event one. Statistical community consisted of all students in range of 8-12 years of old elementary school students of Districts 13,14,15 of Tehran Province in academic years of 2018-2019 and 2019-2020. Sample size included 232 students who were selected through available sampling and then in the next stage through multi-stage random selection from which 115 students had learning disorders (55 girls and 60 boys) and 117 were normal students (60 girls and 57 boys). Sample size according to the type of dependent and independent variables (visual perception, processing speed and sustained attention; continuous quantification and circadian cycles; multi-valued class) and causal-comparative research method, was assumed at least 15 students for each group. Because of the probability of losing the number of samples in each subgroup; approximately 60 students were considered as girls and boys with or without learning disabilities. Then, each group of normal students and students with learning disorders, (both girls and boys), were divided into four groups of 60, and each group is participated in four rounds of visual skills perception test, integrated auditory-visual function test, intelligence processing speed subtests and Wexler (symbolization and encryption) test respectively. The results of this study were analyzed by Multivariate Analysis of variance test in SPSS software version 22 in order to determine a significant difference between several completely independent samples.

Visual perception of the group with and without learning disorders in various hours of a day showed a significant difference. Visual perception in the group of normal students was higher than students with learning disabilities. The degree of memory components of visual sequence, spatial perception of vision and perception of stability of visual form in the afternoon was more than that degree in the morning. In addition, the processing speed of girls in the symbolization component was significantly higher than that level in boys. The highest average processing speed in all groups was observed between 13.45p.m to 14.15 p.m. Also sustained attention was significantly higher than students with learning disorders and the highest average of sustained visual and auditory attention was observed through 13.45p.m to 14.15p.m. Female students were identified with a higher average of sustained attention than male students, although this difference Level was not significant.

In general, the findings of this study showed that some factors should be considered in students' curriculum such as Gender, daylight hours, minimum and maximum hours of cognitive indicators based on natural fluctuations in order to boost the efficiency of their mental abilities. Also, other factors such as morning and evening, sleep and wake up time cycle and nutritional agents and etc. should be considered as marginal effects on students' abilities.

Play is a response to growth and development of abilities, capabilities, aptitudes, initial and basic needs of a child. The aim of this study was to evaluate the efficiency of play in mental, emotional and social development of preschool children in District 5 of Tehran Province.

The method of the present study was experimental with a pre-test, post-test semi-experimental design with a control group. The subjects have been divided in two experimental and control groups. The statistical population included 120 preschool children in District 5 of Tehran Province who were selected from three active kindergartens. To determine the sample size based on Krejcie and Morgan table, 92 children were selected and after taking the mental, emotional and social development test, those participants who received high or low scores were removed then 30 subjects were selected by simple random sampling method and the experimental and control groups were divided into two groups of 15 person, afterward the experimental group was trained for about 10 sessions. The instruments used in this study included Ghomrani et al. Theory of Mind Questionnaire (2006), Bhargava Emotional Maturity Questionnaire (1991) and Wildland Social Development (1953). In order to analyze the research data, descriptive and inferential statistical tests such as univariate analysis of covariance were used in SPSS software version 22.

The findings showed that play had a significant effect and efficiency on mental, emotional and finally social development of preschool children in District 5 of Tehran Province.

Play promotes the emotional, social, physical and mental development of a child. Playing in form of active games and mental games has always taken for the best natural activity for any child. During play child's mental and physical strengths such as accuracy, memory, imagination, discipline, agility, skill, physical strength and etc. develop, and in addition, play becomes a stimulus and motivation for obtaining social experiences for the child. The child naturally expresses "himself" through a play.