مجله مطالعات پیش دبستانی و دبستان
پیاپی 2 (زمستان 1394)

The aim of This research was designing and validating of native model for elementary curriculum,that can implement aesthetics and art components in that curriculum. So firstly find aesthetics and art components for curriculum by study theoretical foundations and experts viewpoints of two fields curriculum studies and art. then were studied applicability of those components form viewpoint of curriculum developers of elementary course in Iran education system in order that to design and to validate purposed model based on appropriates components. The method's research was mixed approach that was used from speculation qualitative method and survey method with using from questionnaire and interview. research population was experts of two fields curriculum studies and art and curriculum developers of Iran education system too. experts sample selected with purposeful sampling and curriculum developers sample selected with cluster sampling and convenience sampling. analysis data was done with interpretation analysis and deduction for qualitative data and descriptive statistic for quantitive data. To estimate validity and reliability of research's tools was used content validity and cronbach's alpha. The result of research was purposed model that consist of three parts: foundations, principles and ten elements of curriculum. The purposed model was accredited from viewpoints of experts and curriculum developers. For each of model parts was offered aesthetics and art components that can use them in levels of curriculum making policy, curriculum development and curriculum implement. so that the using components in designing and curriculum development provides appropriate basis for artistic and aesthetic implementation of offered model.

Goal of the present research is studying relationship of coping style and job burnout with job performance of managers of pre-school centers of Tehran city. This research is correlation and compatible. Statistical universe of the present research is all managers and teachers of pre-school centers in the school year 2010-2011 and volume sample by using Kokran formula 90 managers were determined and by using multi stage sampling method 270 teachers were selected. In order to collect data it was used from 3 questionnaires including: A) coping style questionnaire (Rojer Jarousi and Najarian 1993) with 60 multiple choice questions consisting of 3 styles (rational, emotional, separation and avoidance), B) Maslash (1993) job burnout questionnaire consisting of 22 seven choices questions within 3 components (emotional exhaustion, depersonalization and lack of personal accomplishment) C) job performance questionnaire consisting of 40 five choice questions within 7 components (education management, educational planning, organizing, arrangement, health and financial administration, research in relation to education management, preparing and producing educational tools and ability of preventing from incidents). In order to analyze data it was used from descriptive statistics and inferential statistics (multi variable regression test). Results show that by using grades for coping style of managers it is possible to anticipate their job performance. Effect and ability of anticipation of logical style and emotional style is higher than separation and avoidance style. Logical style has positive relationship with emotional style and emotional style has negative and meaningful relationship with job burnout. By using grades for job burnout of managers, it is possible to anticipate their job performance and effectiveness of metaphoric personality was higher than emotional fatigue and therefore self efficiency is decreased. There is negative meaningful relationship between all 3 components of job performance of managers.

This research was conducted to evaluate the effect of creative drama on the development of problem solving skills of 6-year-old girl preschoolers in Tehran province. Research method was semi-experimental pretest-posttest design with control group. The statistical population was all 6-year-old preschool girls in Tehran province preschool centers from which 60 girls were randomly selected and assigned to control and experimental groups through multistage random sampling. Activities and techniques of creative drama were given to the experimental group for 18 sessions of 1 hour by the researcher. Measurement instrument of problem solving skills was a combination borrowed from subscales of Wechsler intelligence test including Comprehension, Digit Span, Block Design, Similarities subscales and Torrance Creativity Test (Form B). Validity of the problem solving measurement instrument was confirmed through psychology specialists’ agreement, confirmatory factor analysis and composite reliability. Results of multivariate analysis of covariance showed that the implementation of creative drama activities, with more than 95 percent of confidence, has positive and significant effect on remembering, organization, analysis, production and evaluation skills and overall problem solving skills.

Autistic children suffer from some kind of developmental pervasive disorders that it is present intensively in social interactions and communication skills, some behavior, interests and stereotypical activities. The aim of this research is to follow the conditions beyond accustomed and effective programs in children’s social skills. First, related publications to autistic children and other studies related to other children were investigated. After this step, from all of autistic children in Alborz, Iran, autistic children and their parents who were volunteer for participating in this study were selected and assigned in experimental and control groups randomly. Pre-test was conducted for two groups. After the experimental group received training based on multi-dimensional planning and multimedia package, then post-test was conducted. Results showed, these interventions had significant effects in autistic children’s verbal communications, stereotypical activities and social skills. Therefore, these interventions can be performed along other weekly programs of autistic children.

The study was conducted in to compare social skills of 4 to 5 years old preschool children of Eyvan-e-Gharb city (Ilam province). The method was descriptive-survey research. Children statistical population was 4 to 5 years old preschool children of Eyvan-e-Qarb city in academic year 1393-1394. The sampling method was one stage cluster sampling in which 380 children were randomly selected in 30 clusters based on Cochran cluster sample size determination formulae. The used instrument was social skills questionnaire (Akers & Sadjoo, 1990). The questionnaire reliability, calculated using Cronbach’ Alpha, was equal to 0.71. Data were analyzed through descriptive and inferential (independent samples T test and one sample T test) statistics. The results showed that social skills scores are normally distributed. The results of independent samples T test also showed that girls mean scores of social skills (14.57) are significantly more than boys mean scores (13.87). The social skills mean score of preschool children was also more than the supposed population mean (0.50). Thus, the results indicate that the children have more ability relative to the criterion score. With regard to the low social skills of boys in comparison to girls, it is recommended that some programs be planned and implemented for training the skills to boys before entrance to school.

The aim of this study was to investigate the relationship between coping strategies and metacognition with mindfulness old kindergarten managers. The study is a correlation. The population of the city of Urmia is the managers, from which 108 kindergarten managers and 85 students were selected based on Cochran table. Subjects oh the questionnaires of MCQ Cartwright, Hutton and Wells, coping strategies, Lazarus & Folkman and mindfulness Freiburg were responded. Data using Pearson correlation and regression analysis were used. There is a significant positive relationship among overall strategy, problem-solving coping with cognitive self-awareness (316.0) and the need to control thoughts (416.0) at 01.0, and positive beliefs in the positive correlation 05.0 (227.0), as well as the overall strategy of coping with positive beliefs (248.0) and the need to control thoughts (226.0) at 05.0 relation is positive. Positive beliefs (334.0), cognitive self-awareness (613.0) and the need to control thoughts (383.0) have significant positive correlation with the level of mindfulness are 01.0. Metacognitive ability to explain the problem-oriented approach is 29 percent, 14 percent and 61 percent respectively. Meta-cognitive coping strategies, and alert managers play a crucial role in child care.