نشریه سلامت و آموزش در اوان کودکی
سال سوم شماره 2 (پیاپی 8، تابستان 1401)

The present study was conducted with the aim of the effectiveness of parent-centered meta-emotional training on reducing aggression and disruptive behaviors of preschool children. The research was one  of  applied type and semi-experimental method with pre-test-post-test design with follow-up and  was2 months with control group. The statistical population of the study was preschool children in Tehran in the academic year of 1400-1401. 30 female children with disruptive and aggressive behaviors along with their parents were selected by random and targeted sampling. Parents were placed in two experimental (15 people) and control (15 people) groups. The parents of children in the 7-session experimental group underwent meta-emotional training, and the control group did not receive any intervention. In order to collect data, the questionnaire of behavioral problems of parents' Rutter form and aggression scale of preschool children were used. The data were processed using analysis of variance with repeated measurements. The results showed that parent-centered hyperemotional training had a significant effect on reducing children's aggression and disruptive behaviors (P<0.001). Therefore, parent-centered meta-emotional training is effective as an intervention in reducing children's aggression and disruptive behaviors.

Successful performance in mathematics depends on skills that are more basic. The purpose was to determine the effect of basic skills program on quantitative reasoning, math performance, and working memory in preschool children.

In a quasi-experimental study, 38 girls and 42 boys were in convenience selected from five-to six-year-old children of Borujen City in the school year 2020-2021. Then, 30 children (17 girls and 13 boys) identified as children at risk of math disorder with a score on one standard deviation lower than the average in the Stanford Binet Intelligence Test and the Basic Skills Assessment Test and m assigned to the experimental and control group. The experimental group participated in 24 training session. After the last session and five weeks later, the Stanford Binet Intelligence Test and the Basic Skills Assessment Test performed again. 

Relating to Eta coefficients, 88%, 29%, and 83% respectively of the variation in quantitative reasoning, math performance, and working memory of experimental group can explain by participating to the intervention sessions. The results of Bonfroni test showed that there is a significant difference between groups in pretest, posttest and follow-up phases.

Considering the improvement of quantitative reasoning, math performance, and working memory of preschool children, we can conclude that including similar programs in preschool not only leads to improvement of math performance but also prevents academic failures.

The first version of the multifaceted fluid intelligence test for children (MMFIT) was conducted with the aim of building and standardizing different dimensions of fluid intelligence in 7–9-year-old students. The theoretical basis of this test is Kattle-Horn-Carroll (CHC) theory and Sternberg's theory of successful intelligence (2021).

The current research method was descriptive and exploratory in terms of mixed method and fundamental in terms of purpose. For this purpose, 621 students from non-profit schools of 5 educational districts of Tehran, 5 districts of Tehran (1, 3, 6, 5, 18) including northern, central, southern, eastern and western regions using cluster random sampling method. They were selected step by step.

Structural equation modeling, exploratory and confirmatory factor analysis were used to analyze the data. The results of exploratory factor analysis using spss 23 and lisrel software on 130 final questions, a 6-factor model including knowledge (general, personality, emotional, social, cultural, managerial, economic, spiritual, sports and technical), perception (form of context, shape recognition, visual completion and perceptual sequence), reasoning (visual, maze, matrix and mental calculations), attention (one-dimensional, multi-dimensional and geometric), memory (visual, auditory and numerical) and processing speed (visual processing, It showed the symbols, letter sequence. Structural equation modeling and confirmatory factor analysis using lisrel software also confirmed the fit of the 6-factor measurement model. Cronbach's alpha coefficients showed that these factors had good reliability.

By using this test, students' different abilities can be identified, with appropriate training to the identified abilities, they provide the necessary ground for the flourishing of students' talents and academic progress, and provide the path to a happy life.

Objectives:

The purpose of this study was to investigate the effect of TRIZ training on creativity fostering of preschool students in Tehran.

Design and Methods:

 This research was carried out using a quasi-experimental design with pretest-posttest design with control group. The statistical population of this study included all pre-school students in the 8th district of Tehran in the academic year of 2018-19 who were in the age range of 5 to 6 year old. The statistical sample included 20 participants (10 experimental and 10 control group) who were selected by available sampling method and the intervention method was randomly assigned to one of the groups. In order to collect data, used the visual form of the Torrance creativity test . To analyze the data, multivariate analysis of covariance was used by SPSS-23 software.

 Results:

 The findings of this study confirmed the effectiveness of TRIZ training in creativity and its four main components, originality, elaboration, fluency and flexibility.

 Conclusions:

 The use and application of these educational methods can improve and expand the field of cultivating students' creativity in the educational system and prepare them for the future ahead of them.

Childhood is one of the most important stages of life when a person's personality is established during this period. Mental health is one of the important aspects of the sensitive period of childhood. This study has been investigated in order to determine the relationship between parents' knowledge, attitude and skills in dealing with the covid-19 disease with the mental health of 6-year-old children in Tehran in 1401. Therefore, identifying the factors affecting at mental health is the aim of the research.

This research is a descriptive-correlation cross-sectional study. The statistical population of this research is the parents of 6-year-old girls and boys in Tehran who have completed preschool in 1401. Sampling in this research was done in an available manner and parents of preschool children participated in the study. In order to collect scores, questionnaires of demographic characteristics including individual, family and social factors, Connors mental health questionnaire, parent form, The knowledge, attitude and skill of the researcher were used. Data were analyzed with regression, descriptive statistics and 23spss statistical software.

The obtained results showed that a significant relationship was observed between "parents' attitude in dealing with covid-19" and the dependent variable "children's behavioral problems". In the meantime, there was no significant relationship between "parents' knowledge and skills in dealing with the disease of Covid-19" and the variable "mental health of children".

What is important is a careful look at the child's behavior within the context of the family and in the interaction with the parents. The findings of the present study show that only the variable of parents' attitude has been effective on children's mental health. Based on this, besides identifying factors related to parents at the first stage, the adoption of corrective measures to maintain children's mental health should be considered

The aim of the present study was to determine the effectiveness of the two methods of structured games and sensory stimulation on the executive function of autistic children.

The current research was a quasi-experimental study with a pretest-post test design with a control group. The statistical population of the research includes boys and girls aged 5 to 12 years with autism who visited the Paya rehabilitation treatment center in Tehran in 2020. The sample size estimation method was based on Cohen's table, with an effect size of 0.5, test power of 0.8 and alpha of 0.05, the sample size was estimated to be 20 people, taking into account the entry and exit criteria randomly in the groups Experiment and control (10 people in each group) were placed. In addition to the educational and therapeutic services of the Paya Center, the experimental group benefited from 12 combined sessions of sensory stimulation and play therapy, but the control group only received the educational and therapeutic services of the Paya Center.The parents of children in both groups completed the Behavioral Rating Scale of Executive Functions (2000) before and after the intervention. Data analysis was done using multivariate analysis of covariance (MANCOVA) and using SPSS software.

The findings showed that lego therapy intervention controlled the executive performance of children in the experimental group compared to the control group in the components of inhibition, planning, organization and control of executive performance at a significance level of 0.01 and emotional control component at a significance level. 0.05 improves.

According to the confirmation of research hypothesis regarding the effectiveness of combining structured games and sensory stimulation on improving the executive function of children with autism spectrum disorder, the results of this research can be used in therapeutic environments and centers to provide counseling services in order to reduce the disorder and strengthen the performance of this used by children.