نشریه سلامت و آموزش در اوان کودکی
سال چهارم شماره 4 (پیاپی 14، زمستان 1402)

Kindergarten is one of the places where children's creativity is nurtured. One of the solutions that increases the growth of creativity in children; Creating an interactive and flexible environment in kindergartens. Therefore, by identifying the characteristics of interactive spaces in kindergartens, the present research seeks to achieve how they affect the development of creativity in children.

In this research, which is descriptive-surveillance in terms of practical type and method, three important characteristics of the child's space, including: "curiosity", "play" and "imagination", and three important characteristics of the interactive space, including: "flexibility”, "Complexity and Diversity", "Movability", with 23 components have been surveyed through a researcher-made questionnaire based on a five-point Likert scale, it has been surveyed in 2022. The statistical population of the research is the teachers of 35 selected kindergartens in Niavaran, Tehran, with the number of 426 teachers, which according to Cochran's formula, the statistical sample is equal to 202 people. Data analysis has been done after collecting the information obtained from the distribution of questionnaires and entering them into SPSS software using a sample t-test.

Data analysis was done using one-sample t-test. The findings of the research show that there is a significant relationship between the three important features of interactive spaces and the development of children's creativity, so the research hypothesis that "the creation of interactive spaces affects the development of children's creativity" is proven.

The results show that the use of spaces that are flexible and causes the child's curiosity, stimulation of the five senses, the use of various materials such as tires, cut tree trunks in the play space, the use of different colors in the floor, ceiling, and bodies. and furniture, the use of water in the form of fountains, fountains, water walls and atmosphere around the children's play space, creating belonging and paying attention to the individual and collective experiences of the audience in the design of the interactive environment to increase the interaction of the child, the environment, the development of the child's creativity and Making the environment interactive will help.

The main purpose of this causal-comparative research was to compare language development & social communication in 4-6 year old boys and girls in kindergartens in Qom province..

The current research was applied in terms of purpose and experimental analytical research in terms of method.The statistical population of this causal-comparative study included all 4-6-year-old boys and girls in kindergartens in Qom province. To select the sample, a multi-stage cluster sampling method was used as follows. Two districts were randomly selected from the four educational districts of Qom province, and 10 kindergartens were selected from among the kindergartens in these districts. 30 people from each kindergarten were tested. The criteria for entering the research were: children present in the kindergarten educational program, who do not have behavioral, mental, and speech problems, and the language used in the child's speech must be Farsi, although the child may also be fluent in another language. In addition, the parents of the children as well as the child himself should have the consent to take the tests. The criteria for leaving the research were: parents' dissatisfaction (The children of the sample group were evaluated using the Told-p.3 language development test by taking a test from the child, and the social communication subscale of the Nyusha cognitive development test, social communication and movement in Farsi-speaking children, by asking the children's mothers. The data obtained from completing the questionnaires were analyzed after collection using SPSS software package version 25. The mean test of independent groups with t index and one-way analysis of variance were used to analyze the data.

The average values of two groups in language development indicated that in the main sub-test: related vocabulary, the average scores of boys are higher than girls. However, in the main sub-test: comprehension of grammar, the average scores of girls are higher than boys. And the difference between the mean scores of boys & girls aged 4 to 6 years is not significant in the variable of social communication.

In explaining the results in language development, the observed difference can be attributed to gender differences in brain structures and the fit and compatibility of the environment with the differences between the two sexes. Regarding the lack of influence of gender in the evolution of social communication, various variables such as social changes, cultural contexts and the creation of equal educational opportunities, the effectiveness of social learning and communication with peers, have been influential in this result.

The six-grade classes have the largest number of grades among the multi-grade classes and the most age diversity in terms of the age of the students. For this reason, in this research, we are trying to represent the experiences of teachers who were teaching in the sixth grade classes of Sanandaj city in the academic year of 2022-2021.

Qualitative research and its strategy is phenomenological. The teachers were selected purposefully. A semi-structured interview was used to collect data. Data collection and interview process continued until theoretical saturation. After recording the interviews, their text was prepared and before analysis, the interview text was seen by the interviewee, and then open codes, concepts and themes were extracted using Max Kyuda software.

The findings include three main themes and eleven concepts, which are: the teaching process (classroom management strategies, opportunities, teaching facilitation strategies and challenges), the teacher (obstacles, capabilities, desirable and multi-role issues). being a teacher) and recipients of education (learners, parents, environmental factors).

The results of the research showed that considering the special conditions and multiple roles of the teacher and the lack of facilities and the remoteness of the sixth grade classes, it is necessary to pay special attention to these teachers and to consider special incentives for them, so that teachers capable of teaching this Consider special classes and it is also necessary to increase school facilities. Revising the written content and educational goals of multigrade classes, especially six grades, is one of the things that should be seriously put on the agenda.

The present study was conducted with the aim of predicting marital satisfaction based on empathy, social cognition and communication skills with the mediating role of broad autism phenotype among parents of children with autism disorder.

The current research was descriptive-correlation and structural equations in terms of its fundamental purpose and in terms of data analysis. The statistical population of the present study included parents of autistic children in Tehran and Qazvin was in 2023, among whom 200 parents (based on the opinions of experts) were selected as the research sample using available sampling method. Data using whith marital satisfaction questionnaire (Hudson, 1992), empathy interest scale (Baron Cohen, 2003), mind reading scale through eyes (Baron Cohen, 2001), communication skills questionnaire (Queen Dam, 2004) and Autism in adults (Baron Cohen, 2001) was compiled. The collected data was analyzed by structural equation modeling (SEM) using AMOS software.

The results showed that the fit of the proposed conceptual model was confirmed. Examining the direct paths of the relationship between the investigated variables showed that the variables of empathy, social cognition and communication skills are related to marital satisfaction. The results of investigating the indirect paths showed that the broad phenotype of autism plays a mediating role in the relationship between the variables of empathy, social cognition and interpersonal skills with marital satisfaction in parents of autistic children.

The present study confirmed the proposed model and showed that parents of autistic children experience challenges in their marital relationship due to the problems they have in the field of empathy, social cognition and communication skills and as a result report lower marital satisfaction.

The present research was conducted with the aim of designing a curriculum model based on social skills for students with reading disabilities.

The current research is a qualitative research. In formulating the model, the statistical population of this research included all valid scientific articles in the field of reading disability, which were identified based on the criteria for the inclusion of scientific articles and finally based on the criteria for the exclusion of research articles for the final analysis, according to a regular search in databases. be. A worksheet designed by the researcher was used to collect, report and record primary research information. The analysis of the findings was done using the seven-step synthesis research model of Marsh (1991) and open and axial coding methods. The statistical population of this research included all the valid scientific articles in the field of social skills, which were identified based on the entry criteria, according to the regular search in the databases, and finally, based on the exit criteria, 52 research studies were selected for the final analysis. Qualitative analysis was used to analyze the data obtained from synthesis research. In the qualitative analysis, the categories were determined, the types of connections between the categories, reducing and simplifying the text, discovering the relationship between concepts and categories, coding the connections, drawing the results and drawing conclusions were discussed. To determine the validity of the developed model, the formula of the content validity ratio and the value determined in the Lavshe table based on the number of participants in the test were used.

In the present study, a curriculum model based on social skills was developed for students with reading disorders. This model includes 12 social skills. In teaching each skill, 6 major goals were defined that the students had to achieve.

The results of the research indicated the desirable pattern of the curriculum based on social skills in students with reading disabilities with a validity rate of 0.87.

The purpose of present study was to examine the causal relationship between Cognitive Emotion Regulation and psychological well-being, considering the mediating role of mindfulness in middle school students in Tehran.

This descriptive correlational study was conducted on a sample of 352 people using a multi-stage cluster sampling method among all the second grade high school students of the district 2, Tehran province, during the academic year, in 2020-21. data were collected using Gratz & Roemer’s difficulties in emotion regulation scale (DERS) (2004), Ryff’s Psychological well-being inventory (2002) and Freiburg Mindfulness Inventory (2006). The data were analyzed by descriptive statistics, Pearson correlation and structural equation modeling, with AMOS and SPSS software version 24 at a significance level of P<0.01.  

The structural model of predicting psychological well-being based on the Cognitive Emotion Regulation with the mediating role of mindfulness in students had a good fit with the collected data (P<0.01). Therefore, the cognitive emotion regulation through the mediation of mindfulness significantly explain the psychological well-being of middle school students.

Considering the positive significant relationship between psychological well-being and cognitive emotion regulation and confirming the mediating role of mindfulness, school admins can provide life skills workshops at educational environments, so by increasing the students’ level of mindfulness, enhance the possibility of using the positive skills of cognitive emotions regulation

The present study was conducted with the aim of investigating the effectiveness of play therapy with an attachment approach on self-regulation and resilience of male students with attention deficit hyperactivity disorder.

In terms of the purpose of this research, it is an applied research, which is a semi-experimental type with a pre-test-post-test and a control group and a two-month follow-up period. The statistical population of the present study consists of all the 9-11-year-old male students of the elementary school who referred to counseling and psychology centers due to symptoms of attention deficit/hyperactivity disorder in the academic year of 1401-1402.To select the research sample, 20 people were selected for each group in the form of a purposive random sample and randomly assigned to two experimental and control groups.In order to collect information, Connors Parent Form Questionnaire, Self-Regulatory Learning Leaders Questionnaire, and Social-Emotional Capabilities and Resilience Scale were used.The experimental group underwent play therapy with an attachment approach (10 sessions of 60 minutes).

Data analysis was done using the statistical test of univariate analysis of covariance.The results showed that play therapy with an attachment approach leads to the improvement of self-regulation and resilience in the post-test phase And this effect in the follow-up phase also led to the improvement of self-regulation and resilience, which shows the continued effectiveness of play therapy with an attachment approach.

According to the results of the research, the implementation of play therapy with an attachment approach for students with attention deficit/hyperactivity disorder can increase their self-regulation and resilience.

The present study was conducted with the aim of comparing the effectiveness of two storytelling methods through visualization and pantomime on the emotional dyslexia of students with hearing problems.

The research is of an applied type and an experimental research design and in the form of a pre-test-post-test with a control group. The statistical population of this research includes all deaf female students aged 7-14 years old in District 20 of Tehran who were studying in 1400-1401. The sample used was selected based on the opinion and purpose of the sampling method. 24 students from 14 to 7 years old were selected in an accessible and targeted manner and randomly divided into three groups (8 people in the group of storytelling training through mental imagery, 8 people in the group under training with pantomime and 8 people in the control group) were replaced. In this research, the analysis of emotional dyslexia of Toronto (Bagby, Parker and Taylor, 1994) was used.

In the research, it is reported that the deviation of the standards in the pre-test and post-test stages is reported in the experimental and control groups. And you can see that emotional ataxia has decreased in the post-test of the experimental groups. It means that both methods in identification were about the same size. But there was a significant difference between the experimental groups and the control group, which shows that the narration through both methods and pantomime over visualization has been effective in diagnosing the treatment and has become a reduction.

The results showed that the difference between the experimental groups of storytelling through illustration and pantomime is not significant in the difficulty in identifying emotions. This means that both methods have been equally effective in the difficulty of identifying emotions. But there was a significant difference between the experimental groups and the control group, which shows that storytelling through both visualization and pantomime methods has been effective and effective on the difficulty in identifying emotions and has led to its reduction.

School Life Expectancy, enthusiasm for school and academic self-concept can affect the academic progress of students in different ways. Therefore, the aim of the present study was to predict academic progress based on hope for education and enthusiasm for school, with the mediating role of academic self-concept in elementary school.

The research method was correlation and structural equation model. The statistical population of the research was elementary school boys in district 5 of Tehran in the academic year of 1401-1402. Among them, 240 male students were selected by multi-stage cluster sampling method according to Tabakenbek and Fidel (2001) who considered the minimum sample size to be 200 sufficient for modeling structural equations.. Students completed the questionnaires of Kharmai and Kameri's School Life Expectancy (2016), enthusiasm for school, Wang, Wilt and Eccles (2011) and Hisen Chen's School Self-Concept Inventory (2004); And the academic progress was determined based on the students' GPA of the previous semester. Data analysis was done in the form of path analysis with Imus24 software.

The results showed that the fit indices of the model are in the appropriate range, which indicates the appropriate fit of the research model to the data. The coefficient of the total path between School Life Expectancy and academic achievement is significant, as well as the coefficient of the total path between enthusiasm for school and academic achievement. School Life Expectancy and academic self-concept explain 25% of the variable of academic achievement, and passion for school and academic self-concept explain 19% of the variance of the variable of academic achievement.

In order to improve the academic progress of students, it is possible to strengthen them. School Life Expectancy, enthusiasm for school, and academic self-concept by planning and applying measures and holding educational classes in school.

Behavioral problems are common, debilitating and extreme childhood disorders that cause many problems for the child and the family. The purpose of this study was to compare the amount of behavioral problems of children with and without visual impairment aged 3 to 6 years.

The research method is descriptive and causal-comparative. The statistical population of this research included all preschool children (ages 3 to 6) with and without visual impairment in Tehran in 2022-2023. The sample of the research was 200 parents of preschool children (100 parents of visually impaired children and 100 parents of normal children) who were selected from rehabilitation and preschool centers in Tehran using a targeted sampling method. Merrell (1994) Preschool and Kindergarten Behavior Scale (PKBS) was used to measure behavioral problems. The collected data were analyzed using independent t-test.

The results of independent samples t-test for two groups of visually impaired children and normal children indicated that there is a significant difference between the two groups (P<0.05). Thus, visually impaired children have more behavioral problems than normal children.

The statistical findings and the explanation of the findings show that there is a significant difference between preschool children with and without visual impairment in terms of behavioral problems, and this difference can be caused by the lack of sufficient skills in the adaptation of children with visual impairment, the lack of symptoms visual problems in these children, anger, anger and aggression following rejection, social isolation of children with visual impairment, parenting styles of parents with children with visual impairment that affect the child's behavior, the type of parental attitude and negative emotions of parents, parental stress, the controlling parenting style of parents with a child with visual impairment, all of which aggravate behavioral problems in children with visual impairment.