Preschool and Elementary School Children
Zahra Jahanbakhsh
Abstract
The purpose of this research was to study the mediating effect of school engagement in relationship between the quality of early childhood environment and academic performance in early childhood years. The research design of this study was correlational. Statistical population included all the students ...
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The purpose of this research was to study the mediating effect of school engagement in relationship between the quality of early childhood environment and academic performance in early childhood years. The research design of this study was correlational. Statistical population included all the students of the second grade of elementary school in the first education district of Tehran city, a sample of 160 individual was selected through Convenience Sampling method and answered the academic achievement tests. Mothers of these students entered the research to answer the questions of the ecers early childhood environment scale and to facilitate the answers to the academic enthusiasm questionnaire. Data were analyzed using multiple regression analysis and path analysis method. The results of this analysis showed that the quality of the preschool classroom environment significantly predicts reading and math skills. In addition, school engagement significantly predicts reading skills and math skills. The quality of early childhood environment significantly predicted school engagement. The results of this research can help teachers and early childhood caregivers in equipping preschool educational centers.
Preschool and Elementary School Children
Aso Mojtahedi; shabnam najafi; neda salehi; Enayatollah Zamanpour
Abstract
Teaching and assessment is one of the important element of the educational system and its inseparable part, which is responsible for the continuous guidance of students' learning and is used to achieve educational goals. Teaching and assessment is a composed and Interwoven process, all of its components ...
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Teaching and assessment is one of the important element of the educational system and its inseparable part, which is responsible for the continuous guidance of students' learning and is used to achieve educational goals. Teaching and assessment is a composed and Interwoven process, all of its components work in an organized way to achieve a certain goal. Although students are exposed to evaluation in all the years of formal education and this action is done by teachers, little research has been done on the perception and difference of their views about evaluation. Therefore, the present study was conducted with the aim of analyzing the perception of elementary school students and teachers in Tehran about the concept of "evaluation", seeks a deeper understanding of these two concepts from the point of view of teachers and students and deals with their differences and similarities, for this purpose qualitative method and phenomenological design have been used to analyze the perception of teachers and students. The participants of the current research are all the teachers and students of the elementary school in Tehran in the academic year 1402-1403, and semi-structured interviews were conducted with some of them who were available. In order to analyze the data of the research, the Colaizzi approach was used. Analysis of teacher and student interviews led to the identification and classification of four main themes for teachers and four main themes for students. The results showed that from the point of view of teachers, classroom assessment and evaluation is a tool for improving teaching, increasing learning, classifying students and also a way to respond to families and students. However, students consider classroom assessment and evaluation as a tool to get a degree, verify learning, a way to improve learning and teaching, and sometimes as irrelevant and ineffective.
Preschool and Elementary School Children
hossein hajati; shima manoocheri
Abstract
Purpose: This study aims to examine the level of awareness and implementation of the three assessment paradigms Assessment for Learning (AfL), Assessment as Learning (AaL), and Assessment of Learning (AoL) by teachers within the teaching-learning process in the classroom.Method: Employing a mixed-methods ...
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Purpose: This study aims to examine the level of awareness and implementation of the three assessment paradigms Assessment for Learning (AfL), Assessment as Learning (AaL), and Assessment of Learning (AoL) by teachers within the teaching-learning process in the classroom.Method: Employing a mixed-methods approach, the study was conducted in three phases: (a) identifying indicators related to each paradigm through a literature review and expert interviews; (b) administering a researcher-designed questionnaire to 40 teachers in Ardal County to assess their awareness of the paradigms; and (c) observing the practices of 10 selected teachers using a structured behavioral checklist. Participants were selected through purposive and convenience sampling.Findings: Results from the Friedman test revealed that the AoL paradigm had the highest level of implementation at 96%, while the AaL paradigm was the least implemented at 40%. Moreover, 58% of AaL components were not observed in the classrooms. These findings underscore the need for targeted training and promotion of the AaL approach, particularly as a foundation for fostering citizenship education.
Preschool and Elementary School Children
saba barzeganik; maryam rahnamanamin; azadeh malekzadeh
Abstract
The main purpose of this research was to evaluate and determine the parenting style of families and its effect on the self- worth of elementary school students. The research method was carried out using a mixed exploratory approach, which includes quantitative and qualitative methods. His research tool ...
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The main purpose of this research was to evaluate and determine the parenting style of families and its effect on the self- worth of elementary school students. The research method was carried out using a mixed exploratory approach, which includes quantitative and qualitative methods. His research tool in the qualitative part of the interview and in the quantitative part is the Bamirind and Krokerloff self-worth questionnaire. The statistical population of this research include worth d all elementary school students of the 2nd district of Tehran in the academic year of 1402-1401, which was 23,000 people. According to Morgan's table, 378 people were selected by cluster sampling method. In this way, interviews with parents were used to evaluate the parenting style of families, and questionnaires were used to evaluate and determine the parenting style of families and its effect on students' self- worth. In the qualitative part, interviews were conducted with 38 parents of students and the dominant parenting style was determined. The results of the analysis of the research questions showed that the different parenting styles of the family have an effect on the self- worth of elementary school students. In this way, the dominant style of parenting among parents is authoritative style and religious beliefs, cultural factors of families, economic status and emotional relationships of parents are effective in determining parenting styles. Then, to determine the effects of parenting style on students' self- worth, a questionnaire was distributed and collected among 378 students. Also, the results showed that the authoritative parenting style has a positive and direct effect of 38.1% on the self- worth of elementary school students, and the authoritarian and permissive parenting style has a negative and opposite effect on the self-worth of elementary school students by 4.3% and 2.4%, respectively
Preschool and Elementary School Children
Homa Jokar; Abbas Abolghasemi; Mahnaz Khosrojavid
Abstract
The present study aimed to assess how effective brief intensive cognitive-behavioral therapy is for reducing incompleteness and symptoms in children with obsessive-compulsive disorder. This study employed a semi-experimental approach with a pre-test-post-test design. The study included 18 students aged ...
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The present study aimed to assess how effective brief intensive cognitive-behavioral therapy is for reducing incompleteness and symptoms in children with obsessive-compulsive disorder. This study employed a semi-experimental approach with a pre-test-post-test design. The study included 18 students aged 10-12 exhibiting symptoms of obsessive-compulsive disorder, selected from elementary schools in Khomam city during the 2023-2024 academic year. They were divided into two groups of 9 individuals each: experimental and control groups. The experimental group underwent a 5-week brief intensive cognitive-behavioral therapy, while the control group received no intervention. The study utilized Maudsley's obsessive-compulsive scale (MOCI), children’s Yale-Brown obsessive-compulsive scale (CY-BOCS) and Brown incompleteness scale (BINCS) as assessment tools. Data were examined using independent t-test and Mann-Whitney test with the help of SPSS-24 software. The findings indicated a discrepancy in incompleteness and symptoms of obsessive-compulsive disorder between the experimental and control groups. Indeed, brief intensive cognitive-behavioral therapy lessened incompleteness and symptoms of obsessive-compulsive disorder in the experimental group. Based on the findings of this study, this therapy approach can serve as a cost-efficient and effective adjunct treatment for managing pediatric obsessive-compulsive disorder in therapy facilities.
Preschool and Elementary School Children
RAHELE AEEN; ALIREZA JAEFARY
Abstract
AbstractThe purpose of this study was to determine the effectiveness of play therapy on problem solving skills (problem solving confidence, avoidance style (and the focus of sixth grade female students). The general purpose of this study was pre-test, post-test with experimental group and control group. ...
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AbstractThe purpose of this study was to determine the effectiveness of play therapy on problem solving skills (problem solving confidence, avoidance style (and the focus of sixth grade female students). The general purpose of this study was pre-test, post-test with experimental group and control group. The data of both experimental and control groups were compared using covariance analysis of adjusted averages of both groups and the results of covariance analysis showed that the effectiveness of play therapy on problem solving skills and concentration of sixth grade female students in this study was significant (P <.05). 0.01) is meaningful Initially, all 12 districts of Karaj district were selected randomly and all schools in that district had one school. Analyzes were performed using data extracted from 30 problem solving questionnaires and concentration test collected from sixth grade students attending play therapy classes. After pre-test and (completion of Problem Solving Questionnaire and Concentration Test d2), the game therapy package was administered to the experimental group for 12 45-minute sessions, and overall, the results showed that the sixth grade students' exercises and training improved their solving skills. Problem and focus for Becomes primary school students.
