مجله مطالعات پیش دبستانی و دبستان
پیاپی 11 (بهار 1397)

Abstract Goal: 

The goal of present study is to investigate the influence of innovative toys of Institute for the Intellectual Development of Children and Young Adults on creativity in primary school students in 1st, 2nd, and 3rd years in Isfahan City in 1396-97. 

For this study the pre-test and post-test method is used with two group of controlled one and the experimental one. So that a group of 15 participants including students who were present in the playing sessions and 15 participants who were in the control group. The aimed group participants who were primary school students in 1st, 2nd, and 3rd years in Isfahan City in 1396-97 were selected by purposive sampling method (in this method the samples are selected randomly). To evaluating the student’s creativity, the form B questionnaire of Torrance4 was used. For analyzing the data, the SPSS software, version 21, and the Multivariate covariance analysis was used. 

Data analysis shown that there is significant differences between the average of scores in pre-test and post-test for both control and experimental groups, in a way that using creative toys causing a raise in creativity for the study group. 

according to the positive effects of creative toys in students creativity, this study shown that the educational instructors can use these kinds of toys as a mean of amusement which is creative and educational and also effective to help students in developing their creativity. Also can pay attention to the other aspects including experience and skills in these toys. However, this area still needs the expert designers’ more supports.

Positive school based education is a new structure whose mission is to reform and institutionalize positive concepts such as hope, happiness, forgiveness, empathy, and self-regulation through educating students in school as a suitable environment for learning values and norms. The purpose of this study was to develop and validate the educational package of positive school-based education for sixth grade elementary students. The research method for the design and development of the educational package was descriptive-analytical method mixed with a synthesis research approach. For package validation, while using face validity method, content validity method was used qualitatively and quantitatively with a panel of 14 experts and two relative content validity coefficients and content validity index were used. The minimum and maximum relative content validity coefficients for each package item were 0.75 and 1, respectively. Content validity index for the whole training package was 0.86. The results showed that the school-based positive education package for sixth grade elementary school students has a good form and content validity and has the necessary validity for educational applications and research use.

Social anxiety is the most common anxiety disorder that is evidenced by the high prevalence and absence of early diagnosis in many children, which sometimes lead them to refuse to go to school. Two groups of experimental were conducted in the statistical population of preschool children referring to counseling and psychology clinics.30 children were selected as sample from the clinics and completed the social anxiety questionnaire and among those who had the highest anxiety score. Subjects were selected and randomly assigned to different groups. The sample consisted of 8 individuals in the first independent variable group (play therapy) and 8 individuals in the second independent variable group (life skills training) for 8 sessions of 45 minutes. Results showed the mean scores. Pre-test and post-test were significantly different in the two groups of play therapy (0.05 level of significance) and life skills (0.01 level of significance) and play therapy and life skills were effective in reducing social anxiety (anxiety disorders and its components). There was also a significant difference between the mean scores of anxiety disorders in the two groups only at separation anxiety (significance level 0.01). Therefore, play therapy and life skills are two useful ways to treat and reduce social anxiety.

This study was conducted to investigate the relationship between parental participation on students' academic achievement in the first grade of elementary school (Yasuj) with a descriptive correlational research method. The statistical population of the study was parents of female students attending primary school in Yasuj who had postgraduate degrees according to Yasuj Education Department statistics (300). The statistical population of the study was 169 people using Krejcie and Morgan sampling table. The face and content validity of the Parent Participation Questionnaire was approved by experts and professors and its reliability was estimated 0.76 using Cronbach's alpha method. Data were analyzed using descriptive and inferential statistics (Kolmogorov-Smirnov test, Pearson and Spearman correlation coefficient). The results showed that between parents' participation in the awareness of their children's academic achievement in the components (parental supervision and academic achievement of students, parental involvement and school activities, parent-teacher interference in student behavior and performance). There is a significant relationship.

The recent interest in the constructivist approach as a learning theory has created different views and opinions in people who engage in the teaching-learning process. Therefore, the aim of this study was to investigate the views of preschool teachers through constructivist approach about learning and their classroom tendencies. This study was a qualitative research, and focus group used to collect data. The statistical population of study included all preschool teachers of Tehran in the academic year 2014-15, and by purposive and available sampling, 9 teachers were selected that they have undergraduate and graduate of educational sciences and were knowledgeable with constructivist theory and were placed in two focus groups. After the note-taking and coding data obtained from groups, views of teachers in five categories of individual-cognitive, cultural- social, learning through structured activities, learning through open-ended activities and situated learning were summarized. As a result, it was suggested that these views and opinions in the teaching-learning process can be combined, and was expected to see the best way to achieve the individual development of preschool learners

This study was conducted with the aim of evaluating the effectiveness of an integrated training program on reducing students’ test anxiety. A pre-test/post-test quasi-experimental method with control group was applied in this study. Statistical population consisted of sixth grade female students in Tabriz. The samples composed of 60 students who were randomly selected using multi-stage cluster sampling method and screening. The students were chosen with the Spielberger’s Test Anxiety Scale. Eventually, the subjects were placed in 2 groups (each group have 30 subjects). Subsequently, after presentation of training program in 14 sessions, a post-test was administered to groups at the end of. The results of one-way covariance analysis (ANCOVA) showed significant differences among experimental and control groups on post-test. The findings indicated the effectiveness of integrated training program on reducing test anxiety. The implication of this study was discussed.

The purpose of this study was to see the effectiveness of life skills education based on multiple intelligence on improving the performance (intelligence) of preschool children in Tehran. The present research is based on the objective of an applied research, and the method of research is semi-experimental with the experimental and control group. The statistical population of the study consisted of pre-school students (5 to 6 years old) in Tehran 2nd district and a sampling method was available that 24 subjects were selected. In order to identify the factors, inferential statistics and SPSS software were used. The researchers used Gardner's multiple intelligence questionnaire derived from dimensions of intelligence (Logical-Mathematical, Visual-Spatial, Verbal-Linguistic, Body-Kinesthetic, Intra Personal, Interpersonal, Musical-Rhythmic, Naturalistic) that includes 80 questions and each question is about a dimension of intelligence. These questionnaires were completed by the researcher and the children's teachers. The results of the research indicate that life skills training based on multiple intelligence has an impact on improving the performance (intelligence) of pre-primary children.