Journal of Early Childhood Health and Education
Year:2024 | Volume:5 | Issue:2 (پیاپی 16)|Papers Count:10

Background and Aim: The present research was conducted with the aim of the effectiveness of the self-regulation training package based on creative presentation to motivate the academic progress and academic self-regulation of primary school students. Methods: The method of this research was applied in terms of purpose and in terms of the nature of the data, it was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all the students of the second year of elementary school studying in Gonabad city in the academic year of 2019-2019. According to the purpose of the research, a sample of 30 students was selected using available sampling and according to the entry and exit criteria, and they were randomly assigned to two experimental and control groups. In the pre-test stages, the participants responded to Hermans' (1970) academic achievement motivation scales and Pintrich and DeGroot's (1990) self-regulated learning strategies. Then, during the intervention process, the experimental group received self-regulation training based on creative play during nine 90-minute sessions, and the control group received regular daily training. After the end of the intervention, both groups once again completed the scales of academic achievement motivation and self-regulated learning strategies. Data analysis was done using the univariate covariance test and spss.26 software. Results: The results showed that the self-regulation training package based on creative performance was significantly effective in motivating the academic progress and academic self-regulation of primary school students. Conclusion: Based on the findings of the present research, it can be said that the self-regulation training package based on creative presentation leads to the improvement of the motivation of academic progress and academic self-regulation of students

Background and Aim: This research was conducted with the aim of investigating the educational expectations of teachers, parents and classmates from the educational content of e-learning in the elementary school of Ashnoye city.. Methods: The current research was applied in terms of purpose and analytical survey research in terms of method. The statistical population of this research included all 1221 sixth grade students of Ashnoye city. 281 people were selected by random sampling with the help of Karjesi and Morgan’s table. In this study, a researcher-made questionnaire based on the educational expectations of teachers, parents and classmates was used. In order to estimate the validity of the questionnaire and the questions asked in it, from the point of view of the supervisor, experts and professors familiar with the research subject and the questionnaire, the reliability of this tool was calculated as 0.70 using Cronbach’s formula. The statistical analysis method of this research is using correlation t test. Results: Considering the findings from the assumptions and results obtained from the table, there is a significant difference between the educational expectations of teachers, parents and classmates regarding the educational content of e-learning. E-learning creates interaction between the teacher and students, which in turn increases the motivation to learn and remember information in students. Conclusion: The results confirm that the educational attitudes and expectations of teachers, parents and classmates regarding the educational content of e-learning. E-learning has a huge difference, which weakens the interaction of the educational system components with each other and reduces the efficiency of e-learning, therefore, it is necessary for all components to be connected with each other in order to synergize learning

Background and Aim: The current research was carried out with the aim of applying Colaizzi method in order to explain the lived experiences of primary school teachers about the place of multiple intelligences in the curriculum in 2021-22. Methods: The research method was applied in terms of purpose and qualitative in terms of the type of data, which used the phenomenological approach based on Colaizzi method. Scientific texts (2000-22) were used in this research. Also, university professors were also participants in the research in 2021-22. Data collection was done by reviewing texts and interviews. Validity and reliability were determined with Goba and Lincoln indices, Holstein's reliability coefficient. Data analysis was also based on the Colaizzi method. Results: The findings showed the teachers' experiences of the place of multiple intelligences in the target elements (cultural compatibility and individual differences, needs assessment and flexibility); method (active and linguistic method), content (accessibility, suitability and challenging), teacher (skills, attitude and knowledge) and evaluation (suitability of assessment and evaluation with goals, content and learning resources, clarity and transparency of assessment criteria, use of measurement and evaluation methods and flexible measurement) were in priority. Conclusion: Based on the identified components, a model was designed that had good validity. Therefore, this model can be used to advance educational goals in elementary schools

Background and Aim: The purpose of this research was to investigate the relationship between stressful maternal attitudes and emotional intelligence in female students applying to participate in the 9th grade gifted test through the parent-child relationship. Methods: The descriptive research method was structural equations type. The statistical population of the research included all female students who applied to participate in the 9th grade gifted test in Tehran along with their mothers. For this purpose, 301 students and their mothers were selected as samples by voluntary sampling method, and emotional intelligence questionnaires of Petrides et al. They were given the high-pressure maternal attitudes of Ghasempour et al. and the parent-child relationship of Fine et al. The evaluation of the proposed model was done using the method of structural equations. Bootstrap test was used to test indirect relationships. Results: The results showed that there is a significant relationship between all direct paths. The relationship between the indirect path was also significant through the parent-child relationship with emotional intelligence. Conclusion: Based on the results of this research, the final model has a good fit and is considered an important step in the direction of knowing the effective factors in increasing the emotional intelligence of gifted students

Background and Aim: While no one in the world can deny the benefits of digital technologies, the adverse effects of technology on physical and mental health are also a controversial topic in the world. Therefore, the present study was conducted with the aim of investigating the effect of using digital devices on the social development of children aged 2 to 6 years in Yazd city. Methods: The current research is descriptive and the statistical population included children aged 2 to 6 years old in kindergartens in Yazd city in the academic year 2022-2023. 300 children were included in the research with available sampling method. To collect data, lifestyle checklist and measurement of the use of digital devices and how to work with them (researcher-made tool) and Weiland's Social Development Questionnaire (1953) were used. After collecting the data with the help of the lifestyle checklist completed by the parents, the children were placed in three groups; The first group includes children who have been exposed to digital devices excessively (more than 60% of their waking hours) during the last three months, and the second group includes children who have been exposed to digital devices moderately (between 30 and 60% of their waking hours) during the last three months. their waking hours) were exposed to digital devices and the third group included children who used digital devices the least (less than 30% of their waking hours); Was. Also, all three groups were equal to each other in terms of age. In the next step, Weiland's social development questionnaire was completed by the parents and the social development status of the children of all three groups was examined. The data were processed using the analysis of covariance test with repeated measures and SPSS software. Any kind of difference in these two groups was investigated. Results: Findings: The average social development in all three groups was significantly different from each other (p < 0.001), which showed that digital devices have an effect on children's social development. Social development in children with high use of digital devices is 12. 45 and during moderate use, it was 59.4 and during low use of digital devices, it was 69.7, which showed that social growth decreases with the increase in the use of digital devices. Conclusion: The results of the research indicated that the high use of digital devices has an effect on the social development of children, and this effect is in addition to the delay in skills related to social development, such as general self-help, self-help in dressing, self-help in eating, communication with others. , self-regulation in one's behaviors, socialization, physical mobility, may affect other developmental skills in general and can cause weakness in the domain of vocabulary, verbal intelligence and disturbance in executive functions

Background and Aim: Considering the importance of Internalization and Externalization problems in predicting high-risk behaviors and the important role of maternal sensitivity and general health of mothers in the formation of children's behavioral system, the present study aims to compare general health and maternal sensitivity in preschool children with Internalization and Externalization symptoms and normal ones were conducted. Methods: The current research was a retrospective. The statistical population of the present study is the mothers of preschool children with Internalization and Externalization symptoms in the 10th district of Tehran who were studying in 1402. With the available sampling method, 30 mothers of children with Internalization and Externalization symptoms were compared with 30 mothers of normal children. Both groups were evaluated with the Behavior Checklist (Achenbach and Rescorla, 1991), maternal care quality questionnaire (Ghanbari et al. , 2011) and general health questionnaire (Goldberg et al., 1979). Analysis of covariance (ANCOVA) and multivariate covariance analysis (MANCOVA) were used to analyze the findings. Results: The results showed; Maternal sensitivity and general health of mothers of preschool children with Internalization and Externalization symptoms are significantly different from mothers of normal children. Conclusion: The general health status of mothers with children with Internalization and Externalization Symptoms is more unfavorable than mothers of normal children. In addition, lower maternal sensitivity is considered a threat to children's mental health

Background and Aim: Developmental coordination disorder causes difficulties in children's motor development. Therefore, the present study was conducted with the aim of determining the effectiveness of task manipulation on motor development in children with developmental coordination disorder. Methods: This study in terms of purpose was practical and in terms of implementation method was semi-experimental with a pre-test, post-test and four-week follow-up design with experimental and control groups. The statistical population of this study was all exceptional students with developmental coordination disorder in Urmia Township in the 2021-2 academic years. The sample of the study was 30 people who were selected based on the inclusion criteria with the purposive sampling method and were replaced by a simple random method with the help of lottery in two equal groups including experimental and control groups (15 people in each group). The experimental group was underwent to the intervention of task manipulation skills for 8 weeks and two 50-minute sessions every week, and during this period the control group trained with traditional method. The data were collected with the second edition of Ulrich's gross motor development test (2016) and analyzed with the methods of analysis variance with repeated measures and Bonferroni post hoc test in SPSS version 22 software at a significance level of 0.05. Results: The findings showed that there was a significant difference between children with developmental coordination disorder in the experimental and control groups in the post-test and follow-up stages in terms of all subscales of motor development including hitting with a baton, dribbling, receiving, hitting with the foot, throwing overhead and rolling. In the other words, the task manipulation skills training increased hitting with a baton, dribbling, receiving, hitting with the foot, throwing overhead and rolling in children with developmental coordination disorder, and the results remained in the follow-up phase (P<0.05). Conclusion: According to the results of the present study can be used the task manipulation skills training method along with other effective training methods to improve the motor development of children with developmental coordination disorder

Background and Aim: This research intends to investigate the wall and desk writings of students from the perspective intertextuality of Fairclough's Theory. In the students' writings on the wall and the desk, the language is organized in such a way that it can be explained Norman Fairclough's intertextuality approaches. The interpretation of intertextuality means that a text, related to group and it showse the relationship between the participants, and situation. Methods: Fairclough's model is an efficient tool for analyzing the theoretical framework of this research. It has investigated the issue of how critical discourse formed in the wall and desk of students' writings by using descriptive-analytical method. The statistical population was the students of the high schools in Miandoab with a statistical sample of 31 walls and desks were randomly photographed and recorded using a camera. Results: The results of the research show that intertextuality is the discourse order and message of the writings and discourse continuity and intertextuality seen in the writings of the students. This means that the students used poetry, metaphor, death, greetings and discourse order in their writings and conveyed their message to the reader in the linguistic context. They complain about one-sidedness. Conclusion: Injustice in the observance of discourse  against teachers and administrators. From the point of view of intertextuality, these students' writings express protest against the existing situation in schools towards administrators and teachers

Background and Aim: The purpose of the present study was to explain the role of sexual satisfaction, intimacy, commitment and marital compatibility in marital stability with emphasis on couples with children. Methods: In terms of the purpose of the present research, and in terms of the method, it is one of the descriptive researches of correlation with the application of structural equation modeling. The statistical population of the research was the couples of Shiraz city in the first half of 2023, from which 250 couples (500 people in total) were selected as samples. The research tools were Adams and Jones Marital Commitment Questionnaire (1997), Marital Intimacy Scale (1983), Spanier Marital Compatibility Questionnaire (1976) and Sexual Satisfaction Subscale from Enrich Marital Satisfaction Questionnaire (1989). Data analysis was performed using spss-27 and Amos-26 software, respectively, by applying Pearson's correlation coefficient, multivariate regression and maximum likelihood, taking into account the maximum error level of 5% (P<0.05). Results: The findings of the research showed that marital compatibility (0.39) covered marital satisfaction (0.77), two-person solidarity (0.59), two-person agreement (0.80) and expression of affection (0.76); Marital intimacy (0.22), sexual satisfaction (0.16) and marital commitment (0.23) covering commitment to spouse (0.64), commitment to marriage (0.79) and feeling of commitment (0.78) affect marital stability (P<0.05). According to the findings, the fit indices showed favorable values, which indicated the approval of the developed model. Conclusion: Based on the findings; Sexual satisfaction, intimacy, commitment, and marital compatibility have a significant effect on marital stability, which, as a result, overshadows the desired functioning of the family, followed by parenting and raising the next generation; Therefore, it is suggested to the experts in the field of psychology and family and marriage counseling, as well as the supervisors and officials of this field, to take into account the effectiveness of their plans at the micro level of the family and at the macro level of the society and adjust the treatment solutions according to these two areas

Background and Aim: The problems of autistic children, the characteristics of this disorder and the late and difficult diagnosis in some cases, the lack of definitive and effective treatments, impose severe psychological stress on the parents of the children. This research was conducted with the aim of determining the effectiveness of mindful parenting intervention on parent-child relationship and caregiving pressure in mothers with children with autism spectrum disorder, considering the moderating role of perceived social support. Methods: The current research was of practical purpose and in terms of type of quasi-experiment with a pre-test and post-test design with a control group. The statistical population of this research was all mothers with autistic children who referred to Tehran Autism Center and 2nd April Autism Center and all the people who announced their cooperation through calls made in 1400-1401. Among these, 68 subjects were selected according to the entry and exit criteria. Then they were randomly divided into two groups (34 people in the experimental group and 34 people in the control group) and completed the parent-child relationship questionnaire of Pianta, 2011 and the care pressure of Zarit, 1988. The intervention program was based on 8 90-minute sessions of mindful parenting training based on the model of Bogles and Restifo (2014), which was implemented by the researcher for mothers of autistic children. The results of the experimental and control groups were processed by two-way univariate covariance analysis with the help of SPSS 24 software. Results: The results of one-way analysis of variance showed that considering that the significance level of group membership in this method is less than 0.05, it can be concluded that there is a significant difference between the parent-child relationship and the care pressure of the two experimental and control groups. Also, the results showed that by removing the effect of the pre-test scores, the difference between the mean scores of the post-test of mindfulness parenting intervention training is significant only in people with low social support. Another result of the research showed that by removing the effect of the pre-test scores, the difference between the mean scores of the post-test of mindfulness parenting intervention training is significant only in people with low social support (P<0.05); In mothers with high social support, this difference is not significant (P<0.05). Conclusion: Considering the effect of mindful parenting training on the parent-child relationship and caregiving pressure in mothers who had low perceived social support, it is therefore suggested that mindful parenting be used to strengthen the parent-child relationship and reduce the caregiving pressure of mothers with a child with autism spectrum disorder