نشریه سلامت و آموزش در اوان کودکی
سال سوم شماره 4 (پیاپی 10، زمستان 1401)

The aim of this study was to meta-analyze the effectiveness of virtual education on students' academic performance. The research method is meta-analysis and the statistical population includes studies that between 2016 and 1400 inside and 2015 to 2020 abroad as a full text article in domestic (Noormags, Magiran and SID) databases and foreign (Pub- Med) were available. In order to collect information, a checklist of research project specifications was used. After reviewing the entry and exit criteria and sensitivity analysis, 20 effect sizes were obtained from 19 studies with meta-analysis conditions. In order to analyze the data, sensitivity analysis, funnel diagram, fixed and random models and heterogeneity analysis were used using CMA software. Analysis of research data showed that virtual education has a positive effect on academic performance. So that after removing six Perth effect sizes, the amount of combined effect size for the random effects model (the model selected for this meta-analysis) was statistically significant. Also, the virtual effects on academic performance are different based on sampling methods; But there is no difference based on gender. According to the results of meta-analysis, it can be said that the use of virtual education is more effective in academic performance and the use of virtual education in the educational system by teachers and educators can have positive effects on students' academic performance.

The main purpose of this causal–comparative research was to assess the development of language of four to six years old kindergarten children based on the demographic status of their families in Qom province.

300 boys and girls (according to the Cohen`s table, 2000) of 5 age groups: 4, 4.5, 5, 5.5 and 6 years old were selected from kindergartens in Qom province by a multi-stage cluster method, then they participated in tests. The tools were used included: Language Development Test "Told-P.3" (Hasanzadeh and Minayi, 2002) & Researcher-made demografic test. Data was analyzed by using descriptive statistical methods, Kolmogorov-Smirnov one-sample test, Kruskal-Wallis Independent Samples test and Mann-Whitney Independent Samples test.

In general, the findings showed that the process of language development in these children progresses with age. The demographic variables of the families did not affect the children's language development.

The results showed that based on the theories of language development, children`s language development has progressed with age. Moreover, the lack of influence of families' demographic variables on children`s language development has been a confirmation of the importance of social learning theory and the effects of various factores such as kindergarten, peers, media, culture, teachers, games, social situations &…

This study is aimed at developing an education program based on parent-child interactions and examining its impact on psychological wellbeing and parental self-efficacy of mothers of children with ADHD.

This study was a mixed study, in which Grounded theory was used in the qualitative section and the experimental method was used in the quantitative section. Purposive sampling was used in the quantitative section and convenience sampling was used in the qualitative section. Ten sessions aimed at 1. introducing the program, 2. meditation, 3. recognizing the disorder, 4. stimulus control, 5. empathy skill, 6. dealing with environmental modifications, 7. increasing attention, 8. social support, 9. response inhibition and 10.

review were respectively recognized based on the results obtained from the interviews conducted in the qualitative section. These were then carried out for the experimental group in the qualitative section. Participants answered to the parental self-efficacy scale questionnaires (Domka et al., 1996) and psychological well-being (Ryff, 2002) in the quantitative study using pre-post tests and follow-up.
Discussion and

Findings obtained from within-subjects between-subjects design variance test revealed that family-centered therapy was effective in increasing psychological well-being (P<0.001) and parental self-efficacy scores (P<0.001) in post-test. The increase has maintained its stability in the follow-up stage. In addition, results showed that the education program developed in the current study has good validity and can be applied to psychological well-being and parental self-efficacy of mothers of children with ADHD.

Considering the technological advances of the new era and the ease of access to communication tools; We see a decrease in sports activities among children, which will have many negative consequences in the future of society's health. In this regard, the present study was conducted with the aim of providing solutions for physical activity in preschool children and its consequences.

he current research was conducted in terms of practical purpose and qualitative method using phenomenological approach. The statistical population studied in the research was made up of faculty members of the university in the department of psychology, movement behavior and sports management, physical education teachers, school principals and parents of preschool students in 2023. The sampling method was purposeful. As long as it was possible to extract completely non-repetitive concepts from the interviews (16 interviews); The interviews continued.

In the end, 66 final codes were identified from the information obtained by the participants in the research, which in the section of solutions for performing sports activities in preschool children include: 6 main themes of the role of parents, the role of schools, media aspects, the role of sports coaches, management aspects, support programs; And in the consequences of doing it, it includes 2 main topics of individual benefits and social benefits.

In general, doing sports activities is useful at any age, except for people with special conditions, and preschool children are not exempt from this issue. Of course, the sports activity of this group of people should be very light and fun in order to benefit from this issue in order to improve the growth and development of the health of preschool children. The results of this research will help relevant managers in relation to the strategic planning of preschool children's sports.

The purpose of this study was to compare the motor games of Iranian and Indian preschool children.

This study was causal-comparative research. The statistical population of the present study was 156 Iranian and Indian preschool children who were selected from 6 preschools in Tehran and Delhi by multi-stage cluster sampling method. The tool used in this research was Sudershan's (2001) movement monitoring test including 4 movement games: imitation, dynamic balance, jumping in a circle, and reaction speed. The data were analyzed using SPSS software version 24 through independent t-test and multivariate analysis of variance.

The results of the independent t-test showed that there is a significant difference in the performance of movement games between Iranian preschool boys and girls and Indian preschool boys and girls, and there is also a significant difference between the performance of movement games of preschool children in Iran and India. The results of multivariate variance analysis showed that there is a significant difference in favor of preschool children in India in the game of jumping in a circle, but there is no significant difference between imitation games, dynamic balance, and reaction speed in preschool children of Iran and India.

The low performance of Iranian preschool children in the game of jumping in a circle compared to Indian preschool children can be due to the lack of educational space, inactivity, and lack of targeted sports and movement programs in preschool centers.

One of the most common learning disorders in students is dyslexia which has many negative consequences. The aim of this study was the effectiveness of teaching self-monitoring strategies on cognitive processing and reading functions in dyslexic students.

The research method is applied in terms of purpose and the research design is quasi-experimental and is a pre-test-post-test design with a control group. The statistical population of the present study included all male elementary school students in the city of Tabriz who were introduced to the Center for Learning Disorders in Tabriz in the academic year 2020-2021 as those with reading and dyslexia learning disabilities. The statistical sample of this study consisted of 30 students who referred to the Center for Learning Disabilities in Tabriz. Students were selected for this study by convenience sampling method and after obtaining parental consent, participated in this study and were randomly assigned to two experimental groups (n = 15) and control group (n = 15). To collect data, Soleimani and Dastjerdi phonological knowledge tests, Rosold attention functions and Wechsler intelligence test were used. Data were analyzed by multivariate analysis of covariance.

The results showed that self - monitoring strategies have an effect on students' cognitive processing and reading performance. In fact, teaching self-monitoring strategies increases students' cognitive processing and reading performance.

Attention to teaching self-monitoring strategies plays an important role in improving the reading aspects of dyslexic students.