مجله مطالعات پیش دبستانی و دبستان
پیاپی 7 (بهار 1396)

The aim of the present study was to identify the pathology of the programs and educational-pedagogical activities in preschool centers. The method of the research is mixed one and its type is exploratory. The population of the study includes the whole teachers of the pre-school centers in Yasouj. In qualitative stage, 10 teachers were selected purposefully for semi-structured interview and in quantitative stage, 162 teachers were selected using cluster random sampling. The research method in quantitative stage was a researcher-made questionnaire and its content validity was confirmed by experts. The reliability was 92% according to Cronbach α. For analyzing the data obtained from interview, the classifying and the coding and for analyzing the quantitative data, Friedman test were used. The findings indicated that the pre-school programs contain elements such as lack of attention to fostering self-confidence, the lack of relevance of the content with preschool programs, non-use of field trip, non-use of the learning activities with different methods, lack of regular planning for kids at homes, lack of appropriate environment for group games in cold seasons, lack of the lesson plan (syllabus) for executive activities, lack of classifying students according to their abilities, lack of the evaluating students in different places, unawareness and lack of the parents cooperation in assisting the teachers concerning students development. Then for surmounting these problems, continuous planning, reviewing, and monitoring students' executive activities in preschool are mandatory.

This survey aimed to investigate the effectiveness of creative drama on self-confidence of 5-6 year-old children. This research was quasi-experimental method with pre-test and post-test with two control and experiment group and follow up stage. 30 children which their self-confidence scores in pre-test were lower from point of %75 of distribution of scores were selected as survey sample, and they divided in random to experiment (15) and control group (15). Experiment group participated in the activities of creative drama in 8 sessions for one hour. For data analysis, descriptive statistics and analysis of variance with repeated measure were used. To assess children’s self-confidence, Hesabi’s self-confidence scale (2008) was used. The results showed that creative drama has been effective on children’s self-confidence. Moreover, it was found that intervention effect did not last unit follow up stage.

The number of children may have an impact on the family and parents. Therefore, this study was conducted by the aim of comparing parental styles and parental self-efficacy among mothers with one child vs. those with more than one child of 6-12 year-old age groups in Bandar Abbas. The research method was descriptive and from causal-comparative. The statistical population included all mothers with all mothers with 6-12 year-old children of Bandar Abbas in 2016 that were assigned into two groups as mothers with one child vs. those with more than one child and 90 people (45 in each group) were selected using random cluster sampling method. Parental Self-Efficacy Questionnaire (PSEQ) and Alabama Parenting Questionnaire (APQ) were used for gathering data. Multivariate Analysis of Variance (MANOVA) and SPSS software were used for analyzing the data. The results showed there was not significant difference between parenting styles of mothers with one child vs. those with more than one child (p> 0/05), but there was significant difference between parental self-efficacy of mothers with one child vs. those with more than one child (F= 21.29, p < 0.05), and mothers with more than one child have higher self-efficacy. According to the findings, it seems that increasing the number of children can give parents a sense of competence in parenting process, but the number of children does not affect parental styles.

One of the most important areas of children development is the social skill. Interpersonal problem solving facilitates children`s relationship with peers and creates effective and successful encounter with situation that is achieved through using encounter skills based on awareness, reasoning and rationality. The aim of this study was to investigate the effect of the problem-solving training on social skills in preschool children. The design of present study was quasi experimental with pre-test, post-test and control group. Statistical population of this study consisted of all preschoolers in Kermanshah. Sample of this study consisted of 30 children were selected by the convenient method. They were assigned into two groups (experimental and control group) randomly, each consisting of 15 children. The Shure’s cognitive problem-solving program known as “I can problem solve” was taught through 10 one- hour sessions. Gresham & Elliot`s (1990) Social Skills Rating (parent & teacher`s forms) were used to collect data. The obtained data were statistically analyzed by multivariate analysis of variance and using SPSS version 20 software. The findings showed that in the experimental group, between the pre-test and post-test scores of social skills there is a significant difference (p = 0.001). Therefore, using the problem-solving program is an appropriate method in improving social skills in preschool children. Therefore planning to teach problem solving skills as part of school programs due to its effect on improving the social skills of children has particular importance.

This study aimed to identify identifying pathology of conducting plan of descriptive qualitative evaluation in primary schoolsin Nurabad. The research type is applied, and the research method is qualitative and its type is phenomenology. The study population consisted of primary school teachers, purposive sampling were selected based on research interviews (non-structured). Data analysis was performed using content analysis. The research questions were to examine challenges damages descriptive qualitative evaluation plan. The findings suggest from teachers’ views the obstacles hampering the research  to achieve its anticipated objectives are: lack of clear terms of scale, lack of training time, a variety of data collection tools, the possibility of improving the poor students to higher ground, lack of in-service workshops during the project, the teachers do not justify the workshops, parents are not justified compared to the plan, reducing competition and incentives, lack of adequate classroom teacher, lack of clear goals, subjective and difficult to interpret in terms of scale, remaining confused students entering higher education and lack of assessment and feedback from teachers during and at the end of the year.

The aim of this study was to study the effectiveness of using token economy strengthening on the academic achievement of the second grade elementary students in public schools. The method of this study was quasi-experimental with pre-test and post-test comparison group research design. The population consisted of all second grade elementary students in the academic year 94-93 in Chaypareh (West Azarbaijan). 2 classes were purposefully selected. In order to collect data researcher-made achievement test of Lessons Math, writing and dictation was used which has 30 questions (10 questions per lesson). Multivariate analysis of variance (MANCOVA) and the univariate analysis of variance (ANCOVA) statistical methods with SPSS 21 software were used. Results of data analysis showed that the use of a token economy strengthened in the experimental group were significantly higher than the control group increased academic achievement. Also, the results of multivariate analysis of variance showed that the experimental group in variables enhancements in math, enhancements in writing and enhancements in dictation have higher score and more meaningful than the control group. So the use of token economy strengthened in primary schools, especially the lower legs can create motivation for academic achievement in students.

The aim of this study was to design a pediatric package for primary school children and to assess its effectiveness on the development of knowledge and social prevention skills. The research method was mixed. The first stage of research is a qualitative method of data foundation theory. At this stage, the components of the educational package were identified. At this stage, the statistical community includes all psychologists and pediatric psychologists who have used their views to provide educational packages. A total of 10 people have been selected through snowball method. The tool used in this phase of the interview was semi-structured. In the second stage, a pseudo-experimental design was used. The statistical population of this stage includes elementary school students in regions 1 and 2 of Tehran. Using the available method, two girls' schools were selected and the package was training at the two schools. In order to measure these two dimensions (knowledge and skills for preventing social harm), a researcher-made test was used. In order to design this questionnaire, scientific texts as well as the views of the experts introduced in the first phase have been used. The results show that the first phase of the study included the training of privacy in accordance with the Islamic-Iranian culture, the training of gender identity, personal health, communication with parents, puberty, the need for content differences and educational methods in age groups and the use of diverse and active teaching methods. In addition, the second phase data were analyzed using ANOVA analysis. The results showed that the implementation of these methods could increase the knowledge and skills of preventing social harm in students.