نشریه تفکر و کودک
سال دوازدهم شماره 1 (بهار و تابستان 1400)

Philosophy for children (P4C) is an innovative program in training and nurturing which has been founded by American Mather Lippman in late 1960s. It mainly aims to teach thinking ability to children. In P4C, story plays an essential role which is considered as the main training tool for philosophical contents and thinking ability. Trying to conduct and expand their programs, the thinkers of this program have written various unique stories which possess literal, philosophical and psychological richness. Some critics believe the efficiency of such stories in different countries depends on their relevance to the moral criteria and cultural values of countries. The present study which is a kind of descriptive-analytical one based on library sources aims to analyze literal, philosophical and psychological richness of Little Black Fish (Mahi Koucholou-ye Siyah) by Samad Behrangi. The findings reveal this story has high richness in terms of the three criteria, although there are some weaknesses. Correcting these weaknesses, Little Black Fish (Mahi Koucholou-ye Siyah) can be read and used in P4C program leading to richness of this program in order to be localized in that country.

The purpose of this study was to explain the barriers for  playing by primary school children in apartment life and Provide strategies to reduce barriers.  For this purpose, in the form of a qualitative plan and with phenomenology approach, we proceeded to the stage of selective coding   and among the mothers of primary school children living in the apartment, 36 people were selected using purposive sampling and interviews were used to collect data. During the analysis of the findings, the Colaizzi method was used. Analysis of participants' experiences led to the identification of 4 main category and 14 sub-categories in the field of barriers for school children to play in apartment life and 5 main categories and 20 sub-categories in the strategies section to overcome these obstacles. Analysis of mothers' experiences showed that creativity has played an important role in strategies and removing barriers and The family, especially the parents, play the most important role in smoothing the conditions for children to play creatively in the apartment. This in itself leads to increased children's creativity. Using these findings, family education sessions can be hold to provide practical strategies for removing effective barriers to children's play in apartment living

The aim of this study was to determine the effect of philosophy education program on children on the love of learning and moral judgment in fourth grade elementary students. The research method was descriptive and quasi-experimental in that the pre-test and post-test design with two experimental and control groups was used. The study population consisted of all fourth grade elementary students of Khorasan Razavi in ​​the academic year of 1997-98. The students of Tabadakan region were randomly selected and a pre-test was performed among them. In the experimental group and 20 people in the control group were randomly assigned. Two methods of library and questionnaire were used to collect information. The training course was held with the experimental group in 12 sessions of 45 minutes using the exploration ring method. Data collection tools were McFland 2003 Love of Learning Questionnaire and Sinhao Varma (1998) Moral Judgment Questionnaire. Both face and content validity were confirmed by professors and experts and its reliability was estimated with Cronbach's alpha coefficient of 0.78 and 0.87 for the moral judgment questionnaire, respectively. Analysis of covariance (ANCOVA) was used to analyze the data using spp22 software. The results showed that the program of teaching philosophy to children has a positive effect on the love of learning (P <0.05, F = 25.153). That is, 58.7% of the variance of the remaining total scores is affected by teaching philosophy to children and has no effect on the development of moral judgment of elementary students (P> 0.05, F = 0.052), which means that teaching philosophy to children has an effect on students' moral judgment. does not have. The difference between the scores of the experimental and control groups or the effect of teaching philosophy is also (0.001 = 2nd); That is, 0.1% of the variance of the remaining total scores is influenced by teaching philosophy to children.

"Cognitive humor Studies" deals with the study of those hidden features in the text that influence different degrees of memory expansion, smile or laughter, while affecting how the information is stored, processed, and retrieved. Schemas are cognitive shortcuts for intentional cognition that are merely a set of index features without any details. This study is based on the cognitive definition of "humor" as a funny phenomenon (not as a tool with social mission), in which at first, it classifies in a descriptive-analytic manner, the structure of the subtle-joke narratives as structures based on surprise (based on the sudden change in the reader's mental schema). Then, from the structure of these sub-narratives, it'll come to the grand stylistics of the children's humor texts. The research style is based on two components. One of the components is the narrative schema shifts of the introspective narrative of the text (the main character of the story), and the other one is a reflection of the schema of the extroversion of the text (the reader). Corresponding to these two components, two coordinate devices are used. The two sets show the pattern of shifts in the two narratives of interpolation and extroversion, in terms of time, and, thus, categorize the satirical discourse into two types of "long" and "leap" styles. This research, for the first time, in addition to linguistic humor, categorizes positional satire, and can be the idea of humorists, as well as facilitator of comparative criticism by classifying structures.

The aim of this study was to determine  the effectiveness of working memory strategies training on cognitive flexibility and emotional self-regulation in elementary students. The research method was a quasi-experimental study with pre-test-post-test design and control group. The statistical population of the study of all female elementary school students in Maku in the academic year of 2019-2020 was 3621 people. From this population, a sample of 30 people was selected by random cluster sampling and randomly replaced in experimental and control groups. The data collection tools included an affective style questionnaire (ASQ) and a wisconsin card sorting test (WCST) . Data analysis was performed using multivariate analysis of covariance in the SPSS program. Data analysis showed that training of working memory strategies has led to significant differences between groups in cognitive flexibility and emotional self-regulation (p < 0.05). According to the findings, working memory strategies training has been able to give students the ability to improve their cognitive flexibility and emotional self-regulation processes.

During last decades, children have played an increasing role in research and despite the emphasis on children’s active role as researchers (CAR). adults do a great part of research. This based documentary-method survey has dealt with identifying facilitators and inhibitors of developing research spirit in children to overcome this challenge and paving the way for children’s activities as researchers. By looking for in domestic databases including Noormags, IranDoc, Civilica, Elmnet, Scientific Information Database, Ensani Portal during 1380-1399, 64 documents retrieved then by using PRISMA evaluating checklist indicators, 21 of them were selected to be studied and analyzed. Furthermore, searching in international databases including, ERIC, Sage, Elsevier, Google Scholar and Taylor & Francis during 2000-2020, 45 documents retrieved and 19 of them were selected to be studied and analyzed by using PRISMA evaluating checklist indicators. Analysis was done by the Altheide Method. The findings of investigating documents resulted in four facilitators; educational, family, environmental and motivational factors and five inhibitors; individual, social, relational, educational and organizational. Finally, some suggestions are made to plan for educating researcher children paying attention to the definite limitations and obstacles.

This study aimed to predict of academic engagement based on epistemological beliefs and academic self-efficacy in male students of secondary schools in Gheydar city. This study was descriptive and correlational type that statistical population included all male students in secondary Schools in Gheydar city that 250 students were selected by cluster random sampling. To collecting of data were used Epistemological Beliefs Questionnaire (Schommer, 1998), Academic Self-efficacy Questionnaire (Jinks & Morgan, 1999), and Academic Engagement Questionnaire (Pintrich & De Groot, 1991). To analyzing of data, were used from Pearson correlation and multivariate regression by SPSS-26. The results of Pearson correlation showed that epistemological beliefs and academic self-efficacy have significant relationship with academic engagement (p<0/05). The results of multivariate regression showed that epistemological beliefs were able to predict of academic engagement. Also, academic self-efficacy was able to predict of academic engagement in students of secondary schools in Gheydar city. The results indicate that the students that have higher academic self-efficacy and epistemological beliefs are more in academic engagement and probably they are more successful in academic performance.

The present study was conducted to provide a teaching model for the development of philosophical thinking in elementary school students. This research has tried to answer three main questions by using documentary method and qualitative research with deductive approach and descriptive-inferential method. The first question in order to explain the theoretical foundations of this type of curriculum and the next question seeks to provide subcategories of the basic elements of the philosophical thinking program including educational objectives, educational content, learning teaching process and evaluation method that these subcategories rely on two curriculum models Tyler and teaching philosophy to methyolipman children have been developed and information has been collected using a semi-structured cube mesh. Then, based on a qualitative theoretical research, a model for cultivating philosophical thinking has been presented. The purpose of this model is to cultivate a variety of thinking skills and to promote philosophical skills. The results of this study show that by accurately implementing the model, it is possible to cultivate citizens with the powers of rational thinking, critical thinking and all kinds of thinking with the pure powers of values ​​from counter-values ​​in a convincing way. Understanding why and how problems are among the main results of fostering philosophical thinking among students covered by the project.

The purpose of this study was to determine the effect of implementing a philosophy for children curriculum on the growth of students' creativity. The statistical population of the study was fifth grade female students in the nineteenth grade of Tehran's education district, of which 56 were selected by convenience sampling and then divided into experimental and control groups. The experimental group was trained in a philosophy curriculum for children in 16 sessions. Due to the fact that the research design was pre-test and post-test with a control group, the creativity measurement tool was implemented twice before and after the presentation of the philosophy curriculum for children. The data obtained from pre-test and post-test were analyzed using analysis of covariance. The findings of the present study indicated the favorable effect of research intervention on creativity and its subscales. In other words, the findings of the present study indicate that the philosophy for children curriculum has increased the level of creativity of learners and its components, ie flexibility, initiative, expansion, fluidity in the experimental group compared to the control group

Michele Borba (2001) and Doug Lennick and Fred Kiel (2005) suggested two models of moral psychology. This paper tries to investigate moral intelligence and evaluate these two models. Both models have remarkable similarities. On the other hand, these two models have differences in their aims, methods and theoretical domains. These models are subjected to some critiques; they do not present any clear philosophical and/ or scientific explanation for their foundations. The essence of virtues and the methodology they are selected is also questionable. Besides, conceptual definition and conceptual relevance of moral virtues seems neglected in both models. This is notable that these models connect moral thinking with moral action, while the gap between moral theory and practice is an important challenge in the areas of philosophy and psychology.

The aim of the present study was to understand the lived experiences of preschool teachers regarding the challenges of teaching philosophy to children. This qualitative research was performed using phenomenological method. The method of data collection was semi-structured interviews. For this purpose, data were collected by interviewing 15 instructors who had an experience of teaching philosophy to students. Data were analyzed by Strabert and Carpenter (2003). The analysis of the interviews indicates four main themes including cultural challenges, content challenges, administrative and structural challenges, methodological challenges and 22 sub-themes including unfamiliarity with the phenomenon of teaching philosophy to children in society, ridicule Lack of parental involvement in teaching philosophy to children, prejudiced attitude towards teaching philosophy to children, low parental education, lack of appropriate resources, improper content organization, incomplete translations, lack of communication and compatibility of content, acceptance of abstract concept of philosophy and inconsistency with child, Presenting a philosophy textbook, the achievements of teaching philosophy are not tangible, refusing to teach philosophy to children in the formal curriculum, lack of formal instructor training, lack of material and spiritual support, high population density, assigning philosophy teaching to a rich group, lack of tools related to teaching philosophy to the child, the low quality of the trainers was the lack of attention to the child's age, providing the final answer to the child, ignoring the child and lack of connection with the extraction environment.

The purpose of this study was to design a situational creativity model based on the reflective training approach based on data foundation theory. The approach of the present paper is qualitative and to design the situational creativity model, the data foundation method based on the approach of Strauss and Corbin (1998) was used. The statistical population of the present study for the initial interview and identification of valid texts in the field of situational creativity included experts who had a history of training in creativity and writing textbooks in the field of reflective training and creativity. This led to the identification of credible sources of reflective education, the school of pragmatism, and philosophy for children, and texts that could be cited by Joas. Findings showed that "communication and connection, experience as a flow, integration of perception of the world and female society" as an axial phenomenon based on causal conditions Contrasting things, learning is achieved through sustainability, change and reconstruction of the environment and openness of expression, taking into account the beautification of life and social and physical factors (as a model field) and leads to attention to the emotional aspects of education, integrated creativity, strengthening High self-esteem and motivation to participate.