The present study was conducted to design a philosophy curriculum model for preschool children aged 3 to 5 years based on nine elements of Klein. To achieve this goal, has been used synthesis method in pattern design. The scope of research was documents in the field of philosophy for children which by purposive sampling 50 articles (25 Persian articles and 25 Latin articles) was selected. The philosophy curriculum model for children was designed based on nine elements of Klein. The findings of this study showes 13 main components of philosophy curriculum for children, which are: principles of philosophy for children, characteristics of philosophy for children, goals, attention to age, educational resources, stages of teaching philosophy, teaching methods, teacher characteristics, learning methods Learning activities, assessment methods, implications of the philosophy curriculum for the child.

One of the most significant problems in pediatric dentistry is behavioral resistance of preschool children in the first visit. There is a debate on parental presence in operation room. The purpose of this study was to evaluate the Iranian 5-year-old children''s behavior including anxiety and cooperation relative to parental presence in the first and second dental appointments. The study was conducted on sixty seven 5-year-old children selected according to inclusion criteria and randomly divided into two subgroups. Children in group I were visited in parent''s presence and in group II in parent''s absence. Before the child''s first dental visit, parents were interviewed. Forty eight of the children receiving the initial examination were recalled for a second visit. The children''s responses during the Holst procedure of the first visit and restorative second visit were assessed using a combination of two measures including heart rate and clinical behavior. The dentist-patient interactions were regulated by standardized scripts and recorded on videotape. Then, the behavior of the child on the recording during each visit was quantified by two pediatric dentists independently according to Venham 6-point rating scale and Frankle 4-point rating scale. There were no significant differences between the heart rate measures of children in group I and II in the first and second visit (0.67, 0.8 respectively). There were also no significant differences between the clinical anxiety scores of children in the two groups in the first and second visit (0.98, 0.42 respectively). Moreover, there were no significant differences between the clinical cooperation scores of children in group I and group II in the first and second visit (0.88, 0.40 respectively), neither were there any significant differences between response measures of each child between two visits (P>0.05). In addition, there were no significant differences related to sex, parental education and dental experiences (P>0.05). Parental presence or absence doesn''t affect an Iranian 5-year-old child''s anxiety on the first and second dental visit, as well as an Iranian 5-year-old child''s cooperation on the first and second dental visit.

Specific Language Impairment (SLI) is one of the most common developmental problems resulting in referral to speech therapy clinics in the preschool years. A number of studies have been conducted to determine the prevalence of SLI in different populations. However, the prevalence of childhood language disorders in Iranian population is unknown because of the limited epidemiologic studies in the field. The aim of this study was therefore, to estimate the prevalence of SLI in 5-year-old Persian-speaking children.
This research was an epidemiological study which conducted in a three-month period in the spring of 2015 in Shiraz. The sample size was 180 children aged 5 years old including 95 boys and 85 girls whom recruited from 12 preschool centers of 9 urban areas in Shiraz by stratified sampling. The EpiSLI system was used to diagnose SLI. The Persian version of Test of language Development (TOLD-P: 3) was employed to evaluate the children’s oral language skills. A number of descriptive statistics were calculated. In addition, Chi-square test was used to analyze the correlation between the prevalence of SLI with sex and area. The significant level was set to 0.05.
The estimated prevalence of SLI in the population under study was estimated to be %3.3. In addition, the estimated prevalence of SLI in boys and girls was 4.2% and 2.4%, respectively. There were no significant correlation between the estimated prevalence of SLI with sex and area (P > 0.05).
According to the findings of this study, it is important to employ screening system to find preschool children with SLI to prevent subsequent problems.

This research was planned to determine some verbal-auditory skills (verbal-auditory short memory and phonological awareness) that have the closest relationship with speech and language development in 5-year-old children. In this descriptive cross-sectional study, 400 children of pre-school classes affiliated to Education and Welfare organizations in Semnan city were selected randomly. Required data were gathered by using a questionnaire and performing verbal – auditory skills tests. The obtained means were as follows: monosyllable non word repetition: 3.28, 4 syllabic non word repetition: 1.17, syllable recognition: 10.27, syllable segmentation: 3.04, syllable blending: 3.20, alliteration (word with same starter phoneme) recognition: 0.92 and production of word with same starter phoneme: 0.54. Test material has a great influence on the results of the auditory memory test. Due to lack of enough Iranian research and any agreement between them, we can not determine the sequence of phonological skills exactly and it requires further researches. Moreover, more surveys are required to find the effect of age.

This study aims to contribute to the research literature on politeness in language teachers’ requestive behaviour. More specifically, it adopts a multilingual approach to explore teachers’ politeness strategies in the English for Young Learners (EYL) classroom, an underresearched instructional setting where regulative discourse tends to predominate. Participants are two pre-school teachers and two intact groups of 4/5-year-old children. 1,942 procedural and disciplinary directives in six video-recorded lessons are processed from a discourse-pragmatic perspective centred on directness, modifiers, and person deixis. The emerging syntactic and sequential design of regulative discourse seems to respond to factors like activity type and differing understandings of classroom power relations or deontic stances (Stevanovic, 2011). Results can serve as an awareness-raising exercise useful to draw attention to the need of strengthening practitioners’ pragmatic sensitivity in teacher training.

The current study was performed to assay motor skills (rapid naming, word and phrase repetition) in 5 years old children that these skills are in close relationship with speech and reading development. The aim of this study was to identify the mean and 95% confidence interval of these developmental aspects in normal 5 years old children in order to finding the normal range of these skills, which are the basis of reading and speaking. Performing a screening test in order to diagnosis, training and treatment of abnormal motor skills in 5-year-old children was another aim of the present study. This study was a cross-sectional and descriptive study. All nursery schools affiliated to education and welfare office in Semnan were included in this study. In each nursery school, children with auditory, visual and speech disorders were excluded and 20% of those whose mother tongue was farsi or semnani were selected randomly (a total number of 2256 persons). Statistical analysis was carried out using independent t test and Chi-square test. The means were as follows: rapid picture naming 72 words in 100 seconds, word repetition 4.97, unfamiliar phrase repetition 4.31. There was no significant difference between girls and boys with regard to the above skills. The mean of word repetition in Semnanian 5-year-old children was greater than mean of unfamiliar phrase repetition. Semnanian 5-year-old children's mean of rapid picture naming and word repetition was lower than that of 5-year-old children in Tehran, but in unfamiliar phrase repetition Semnanian 5- year-old children's scores were greater

The aim of present study was to investigate the effect of nature-based physical activity with a focuse on gardening on visual-motor coordination and drawing indices of female 5-year-old children. For this purpose, 30 children from Isfahan without attending preschool were selected by available sampling method and randomly divided into two groups: 1) experimental groups (15 people) and 2) control group (15 people). After the pre-test, the experimental group trained in the nature-based physical activity protocol including eight session, 60-minute per sessions (twice a week). Then both groups participated in the post-test. Visual-motor and shape drawing were evaluated by the Bander Gestalt test. The data was analyzed using SPSS-24 software in two descriptive sections including (mean and standard deviation) and inferential (analysis of Variance for the effectiveness of nature-based physical activity). The results showed that nature-based physical activity exercises with gardening performance had a significant positive effect on visual-motor coordination and drawing indices of 5-year-old children. The difference between the experimental and the control groups showed that the children who were active in the nature environment significantly had better visual-motor coordination and drawing indices. In general, nature-based physical activity and gardening help children to develop their sensory-motor skills, including writing and drawing skills, to enter school.

To learn, read and write as the most influential aspect of human civilization, a learner needs to reach to a certain levels of conceptual and sensorial skills, memory (auditory and visual) and intelligence abilities. Verbal visual skills play an important role for learning of reading and writing. The present study was performed to assay some visual skills (discrimination & memory), which are in close relationship with speech and language development in 5-year-old children. the aims of the study were to identify the mean and 95% confidence interval in normal children with respect to in these developmental aspects. The findings of this study would help us in finding the normal ranges of these skills, which are a base for reading and writing, as well as making a screening test to diagnose, train and treat abnormal skills in 5-year-old children. In this transactional and descript ional study, 20% of qualified Kindergarteners who had healthy vision, audition and speech, and speaking in Farsi or Semnani language and affiliated to the education and welfare department in Semnan city were selected randomly (total of 2256 persons). They were evaluated by Visual Skills Test. In 5-year-old children who speaking in Farsi, mean levels of tested skills were as follows: visual memory= 3.25, shape visual discrimination= 2.12 and alphabet visual discrimination =1.62. In 5-5.5 year- old children, the mean levels of visual memory, shape visual discrimination and alphabet visual discrimination were 3.24, 2.20 and 1.65, respectively. Finally, these mean levels were respectively 3.27, 1.93 and 1.54 for visual memory, visual discrimination, and alphabet visual discrimination in 5.5- 6 year old children. 5-year-old children were more skilled in shape visual discrimination than that of alphabet visual discrimination. Since the date of birth was an effective factor on children abilities in shape visual discrimination test, the older the child the better the scores. There were no differences between girl's and boy's scores in any of tests.

Psychological and educational findings show that preschool years play a very important role in educating and developing children. One of the dimensions of development is motor development. The survey of motor performance with respect to anthropometric characteristic is of utmost importance. Thus, the aim of this study was to survey the relationship between dimensional anthropometric characteristic and motor performance and to determine the difference in motor performance in all preschool children from Shiraz city (157 boys and girls aged between 3 and 6). The method of this research was analytical descriptive. Demographic information form, (AC) recording sheet and motor performance test were used to collect data. One-way ANOVA, Pearson correlation coefficient and t test were used to analyze the data. The results showed significant differences between girls and boys in vertical jump (F=25.47, df=2, P≤0.000) and horizontal jump (F=14.15, df=2, P≤0.000). 5-year-old subjects were stronger in vertical jump and 4-year-old subjects in horizontal jump. Also, boys were better in vertical jump (t=1.70, df=155, P≤0.008) and ball throwing (t=1.98, df=155, P≥0.030). In investigation of the relationship between dimensional AC and motor performance, weight and length dimension showed the highest relationship. The results showed the gradual increment of muscular strength parallel with age. Gender difference observed in some variables necessitates more research. It is suggested that other samples and tools be used in anthropometric characteristics.