نشریه سلامت و آموزش در اوان کودکی
سال سوم شماره 1 (پیاپی 7، بهار 1401)

Child abuse is an acute social issue that has negative effects on the individual and society. The present study tries to determine the rate of child abuse during the Corona era according to possible related factors such as economic-social status and family structure, parents' mental health and child's demographic characteristics (parent's gender, child's gender, number of children, child's rank). review

This research is causal-comparative. The statistical population includes parents of pre-primary children in Tehran, 471 of whom were selected based on the cluster sampling method from 9 regions in the north, south, east, west and center of Tehran. To measure the variables of the research, child abuse questionnaire (ICAST-P), socio-economic status questionnaire (SES), Elson et al.'s Family Adaptation and Cohesion Assessment Scale (FACES-III) were used to assess the family structure, parental mental health questionnaire (GHQ) was used. To test the hypotheses, multivariate regression was used using SPSS version 24 software.

Based on the obtained results, with the increase in the socio-economic status, the child abuse score decreases significantly by 0.54 points (p-value<0.001) and by adjusting the effect of parents' mental health, there is a negative relationship between the socio-economic status and the child. There is harassment. The results by adjusting the effect of parents' mental health show a negative relationship between family structure and child abuse. In other words, with an increase in the family level score, the child abuse score decreases by 0.047 units, although this decrease is not statistically significant (pvalue = 0.068).

Based on the findings, this issue requires the attention of the authorities to prevent the negative consequences of child abuse. It also emphasizes the general education of parents and preschool teachers at the community level in the field of children's rights and needs and special attention to preschool children.

Policy-making and governance in early childhood education and care is one of the most important topics in international education, which has a history and has experienced many ups and downs. Considering the changes in the governance of this field in the country, there is no comprehensive information on the use of countries' experiences in policy-making and governance. This article has sought to answer questions about the historical process of the necessity and importance of establishing early childhood education and care centers, the challenges of quality and access to this type of service, and the dimensions of policy and governance in this area.The purpose of this article is to create a relatively clear picture of the historical course of policymaking and governance in the field of early childhood education and care in countries, to analyze the dimensions of quality and access to this type of education, global experiences in governance and policymaking in this field, and especially early childhood education and care in Europe has been analyzing the dimensions: governance, access, staff qualification, training guides as well as evaluation and monitoring of this type of service. The research method was to review the literature on the topic by searching relevant keywords in the scientific databases include Science direct, Google Scholar, Doaj and Eurydice.The findings and results of this study show that the early childhood education and care centers were initially established mostly for the care aspect and based on the support of the market and the working class workforce, and over time the educational aspect overcame its care function and It has spread to the middle and upper classes of society. The results of various studies show that education in this period regardless of promoting the growth and general preparation of children to enter school and their long-term benefit in the future from all-round positive consequences, a special value for unprivileged children and filling the gap in Education is available between deprived and rich children of the society. In order to achieve a quality education and care system in early childhood, the evaluation of the structural and process quality of this system is of special importance, which has been discussed in detail. The study of European countries in terms of governance, access, staff qualifications, the existence of educational guides or curriculum, as well as evaluation and monitoring show that these countries, from the beginning of the establishment of early childhood education and care systems until today in order to guarantee the quality of these services, have been moving towards integration in policy making and governance, changing the direction from the care aspect to the educational aspect, increasing the coverage and access to quality services, employing trained and qualified staff, developing educational guides at high levels, as well as evaluating and monitoring service providers with various tools and methods.

Dyscalculia is one of the neurodevelopmental disorders that usually characterized as learning and problem solving in mathematics. The aim was to determine the efficacy of computerized cognitive rehabilitation software on math performance in children with dyscalculia.

In a quasi-experimental study, pretest and posttest design with a control group used. Thirty children in convenience selected from all 8 to 12 year-old students with dyscalculia educating in elementary schools at Sanandaj City. All children assessed by the Iranian Key-Math Test and randomly assigned to the experimental and control group. The experimental group individually participated in 10 sessions (twice a week; 30 to 45 minutes per session) and received the computerized cognitive rehabilitation software but the control group only received mainstream courses in the school. Math performance of two groups assessed after the last session and five-week follow-up later. The collected data analyzed by the analysis of variance with repeated measurement with SPSS version 23.

The findings showed that the computerized cognitive rehabilitation software have no significant effect on math performance in children with dyscalculia and according to eta quotient it can conclude that only 0.03 % of variation in math performance is due to receive the computerized cognitive rehabilitation software. The investigation of time procedure in the experimental and control group showed that the time effect was not significant. We can conclude according to eta quotient, that 28% of the variation in math performance in the experimental group was duo to receiving the computerized cognitive rehabilitation software and there is no significant difference between two groups in three situations (pretest, posttest and follow-up).

Regarding to not effective of the computerized cognitive rehabilitation software on math performance in children with dyscalculia, it is needed more studies in this field.

The present study was set out to compare perceived social support and educational well-being amongst athlete and non-athlete students in the second elementary school. To this end, 140 students of the second elementary school who were members of the school sports teams and studying fourth, fifth and sixth grades in Beyza district were selected. According to the variables of the grade and gender, then 140 students who were not members of any sports group were also selected implementing matching method. The research instruments included Perceived Social Support Questionnaire (Zimet et al, 1998) and Educational Well-being Questionnaire (Tuominen-Soini, et al,2012). Data were analyzed through multivariate analysis of variance (MANOVA) and regression analysis. The results demonstrated that the total score of perceived social support and perceived social support of friends corresponded to athlete students were significantly higher than that of non-athlete ones. Regarding academic well-being among athlete and non-athlete students, no significant difference was showed. Also, the school value and school burnout were significantly predicted by friends’ support and family support among athletic students. Educational satisfaction and school task involvement were also significantly predicted by the factor of family support. Regarding the non-athlete group, only the support of well-known individuals predicted the factor of school value. A significant relationship among the dimensions of social support and educational well-being in athlete, non-athlete students and the whole sample was also affirmed. Eventually, the findings of this research showed that in comparison with non-athlete students, athlete students who enjoy the supports of family and friends are more successful in terms of educational well-being. Given the undeniable role of social support, it innovates the internalization of physical exercises among students implementing appropriate training programs to increase the support of families and friends who are in touch with students.

The purpose of the present study is to investigate the relationship between social skills and self-esteem and social adaptation of physical-motor students in Tehran.

descriptive study method is of correlation type. The studied population is female students with physical-motor disabilities in Tehran. According to the fact that the number of schools with physical-motor disabled female students in primary level in Tehran was 3 schools, the whole number method was used for sampling and 60 children studying in these centers were studied. Bell's compatibility test and social skills test were completed by them. SPSS 21 software and Pearson correlation test and stepwise regression were used for data analysis.

The findings showed a positive significant relationship between social skills and self-esteem and social adjustment. Finally, it can be said that there is a positive relationship between the level of social skills and self-esteem and social adjustment in children with physical-motor disabilities, and it is recommended that the effect of these factors be investigated with other variables in future research, in order to determine the quality of the relationship between these factors.

Social skills and identification of individual values ​​play an effective role in preventing or reducing the incidence of youths and various social behavioral abnormalities. Therefore, social skills lead to more optimal communication and proper self-understanding, and as a result, the sense of value increases and ultimately self-esteem is strengthened. In the end, after analyzing the findings of the research, it can be concluded that acquiring social skills through family, school and other institutions can play an important role in increasing social adaptation and self-esteem of physically disabled students. Therefore, it is very necessary to hold courses and workshops for parents and students in order to increase the knowledge and impact that these variables can have on the character and future behavior of their children, as well as to help the adaptation of physically disabled students to the conditions of the society. It seams.

The present study was conducted with the aim of investigating the effectiveness of child-centered play therapy on the theory of mind of children with autism spectrum.

quasi-experimental method was used with single group pre-test and post-test. The statistical population included a number of 7 to 9-year-old children with autism spectrum disorder in Semnan city in the academic year of 1401-1401; After selecting the desired school in a targeted manner, 13 students who met the research criteria were selected as a sample. Before and after the intervention, the students were tested to evaluate the effectiveness of play therapy. Play therapy sessions were held for 8 one-hour sessions during four weeks. Garez's autism disorder scoring scale was used to ensure the psychiatrist's diagnosis in autistic children and to measure the theory of mind, the 38-question form of the theory of mind test was used. Also, in this research, the intelligence score of these children was investigated. The range of the general intelligence score in the four revised Wechsler intelligence test was from 89 to 101, and the mean and standard deviation of their general intelligence was 95.54 ± 3.77. The data of this research has been analyzed using paired t-test and using SPSS software.

The findings show that autism spectrum children have made significant progress in all three components or all three levels of theory of mind in the post-test compared to the pre-test (p<0.01).

According to the results obtained, the hypothesis of the research that "child-centered play therapy has a significant effect on the theory of mind of children with autism spectrum disorder" was confirmed and the effect of an educational factor (other than the temperament factor) on the development of the theory of mind can be confirmed. confirmed and benefited from child-centered play therapy as one of the methods to improve the theory of mind of autistic children.