farzaneh seifi; zohreh saadatmand
Abstract
This research aims at examining the effect of pretend plays education on Isfahan pre-school children’s spatial intelligence. The research statistical population is the 4-6-year-old children in Isfahan pre-schools from which two 12-member groups of students have been selected randomly for the control ...
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This research aims at examining the effect of pretend plays education on Isfahan pre-school children’s spatial intelligence. The research statistical population is the 4-6-year-old children in Isfahan pre-schools from which two 12-member groups of students have been selected randomly for the control and education groups. The sampling method was cluster random sampling and the research design was quasi-experimental. The Test of Kohs (1920) Block Test has been used to collect information. Instrument validity was measured by face and content. In face validity the questionnaire was given to the participants and in content validity the notions of several experts were gathered. Its reliability was measured 81% for children spatial intelligence by retesting. In this research, descriptive and inferential statistics were employed in order to analyze the data. In descriptive statistics (table, frequency graph, percentage frequency, mean measurement, and standard deviation) and inferential statics, in the case of research theories, univariate analysis of covariance was applied. The results indicate that pretend plays education increases fluidity, flexibility, expansion, and originality of spatial intelligence in children. In today's modern world, the use of visual-spatial intelligence is a unique ability, and usually people who have this kind of intelligence and who have the necessary skills to be well-nourished are more likely to succeed in any discipline, occupation or specialty that they have than others; so this intelligence can be reinforced by training pretend plays in early childhood.
fatollah koushki; Mahbobe khosravi; nasrin abasijam
Abstract
Childhood is the most sensitive stage in the development of creativity and today's children are the first generation to grow up in cyberspace. The purpose of this study was to investigate the effect of cyberspace training on the creativity of pre-school children. This semi-experimental research was carried ...
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Childhood is the most sensitive stage in the development of creativity and today's children are the first generation to grow up in cyberspace. The purpose of this study was to investigate the effect of cyberspace training on the creativity of pre-school children. This semi-experimental research was carried out in the pre-school population of Kohdasht in the academic year 1397. The research sample was 50 people selected on the basis of available sampling and randomly divided into two experimental and control groups. The Torens Creativity Inventory (Form B) was a tool of research. The research design included pretest, cyber training, and posttest. Data were analyzed using SPSS software that was to investigate the research hypothesis and analysis of data, covariance analysis with repeated measurements was used. The results of the data analysis showed that the creativity of the children before the primary school of the experimental group increased significantly (F=7673/606) compared with the control group with a confidence coefficient (95%). Cyberspace plays an important role in the creativity of pre-primary school children, so education in the appropriate cyberspace will result in the development of children's creativity.
Hussein Meiboudi; Seyyed Mohammad Shobeiri; Akramolmolouk Lahijanian; Sahar Rashidi
Abstract
Individuals develop their basic attitudes, values and skills in early years of life. The purpose of this study is to explore reasons of preschool children’s attitudes towards environmental issues in terms of consumption patterns, environmental protection, recycling-reusing, and living habits. The ...
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Individuals develop their basic attitudes, values and skills in early years of life. The purpose of this study is to explore reasons of preschool children’s attitudes towards environmental issues in terms of consumption patterns, environmental protection, recycling-reusing, and living habits. The statistical population contains preschool age children living in Mashhad, Iran. Due to some problems (child care staff and parent's non-cooperation), available sampling method was chosen. The sample of the study was comprised of 40 preschool age children from 3 kindergartens and the data were collected through interviews. The interview questionnaire was adapted from Murak standard questionnaire and be supported by the pictures which were illustrated by the researcher. The analysis effort method was content analysis of interview transcripts and autobiography. The results show that in most cases, eco-centric attitudes is stronger than anthropocentric attitudes and children had no idea about some concepts such as the concept of recycling. Kindergarten as a place where children spend most of their childhood years, when they are strongly able to learn and imitate, can be considered as one of the most important circumstances which is able to change children's environmental attitudes.
Batoul Sabzeh
Abstract
The aim of this research was to design a model for entrepreneurship curriculum for preschool children and its evaluation due to the viewpoint of specialists in curriculum, entrepreneurship and educators. The applied research is evaluative and it has a field method. The population in this study involved ...
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The aim of this research was to design a model for entrepreneurship curriculum for preschool children and its evaluation due to the viewpoint of specialists in curriculum, entrepreneurship and educators. The applied research is evaluative and it has a field method. The population in this study involved all curriculum planners, entrepreneurship scholars and specialists working in universities of Tehran and Islamic Azad university, science and research Branch and educators working in preschool centers in Tehran, who has passed the course of early childhood educator in department of Tehran University Jihad (2014-2015). The sample size which was determined using stratified sampling and was a total number of 208. Data collection tool were a researcher-based questionnaire based on the curriculum content. For data analysis descriptive and inferential statistics (chi-squared.x^2) were used. The overall results showed that according to the designed a model for curriculum in this research, entrepreneurship for preschool children, it is not only business education but also entrepreneurship has designed as an attitude and life style in form of a model of entrepreneurship curriculum and on the basis of three main components, knowledge, attitude and entrepreneurship skill for preschool children, and its main axis according to childhood developmental properties such as: creativity, willingness to work and continuous efforts, curiosity, dynamic and ongoing activities, positive thinking, independency, desire to succeed, and responsibility. Also, the results of evaluation on model in view of the entrepreneurship specialists, curriculum planners and preschool educators is appropriate and approves it. Therefore, according to the finding of this study training of entrepreneurship in the form of model of curriculum, since early childhood for nurturing self-actualized, accomplished and independence children has been suggested.
