children

The purpose of the present study was to construct and normalization the pre-school students' learning disability test. A researcher-made visual-spatial test consists of seven sections (symbolization, space status, visual distinction, visual argumentation, visual memory sequence, maze, and rotational form) its content validity is confirmed by psychology professors and then was performed on a sample of 206 preschool students. The questions were analyzed, and their validity, reliability and cut point were determined. This test has enough reliability. To determine the validity of construct and composing component of the tests, the main component by rotation in Varimax normalized method was used. In analysis of the factors of questions in spatial perception subtest, seven of which were namable. Conformity factor analysis was also used to determine the validity of factors: the conformity factor analysis confirmed that the structure of questionnaire had an acceptable fitness to the data. independent t-test demonstrated that there is a significant difference between average scores of the students with learning disability and normal. To investigate convergent validity, we used the checklist of learning disability that simultaneously was completed by the mothers. The results of Chi-Squared test demonstrated that there is a significant relationship between these two variables, the completed checklist by mothers and completed learning disability test by children.

Aims: The current research investigated the relationship of key social-emotional and cognitive factors, termed as executive functions, with academic performance.  Method: In a representative sample (N = 76) aged 7 to 10, the social-emotional development scale, The Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA) and Academic Performance Questionnaire (APQ) were used to measure research variables.  Results: structural equation modeling using SPSS-22 and AMOS-20 indicated that social emotional skills were mediated by cognitive/executive functions positively related to academic performance in children in the final model.  Conclusion: Increases in academic performance has been found when children are capable of better utilizing executive function strategies at academic settings. Thus, there is evidence that early screening of social-emotional and cognitive/executive functions in young children can lead to identify children with difficulties in learning. Conclusion: Increases in academic performance has been found when children are capable of better utilizing executive function strategies at academic settings. Thus, there is evidence that early screening of social-emotional and cognitive/executive functions in young children can lead to identify children with difficulties in learning. Keywords: social-emotional skills, executive functions, academic performance, children

Background and Purpose: Overweight and obesity in childhood are associated with the potential risk of cardiovascular disease and metabolic syndrome in adulthood. The purpose of this study was to investigate the effect of 12 weeks of moderate endurance training on lipid profile and body composition of overweight girls. Material and Method: The present study was semi-experimental with pre-test and post-test design, in which 19 overweight girls aged 8 to 12 were randomly selected. Before and after intervention, body composition of subjects was measured under fasting conditions by BODY LOGIC BODY FAT ANALYZER and biochemical indices were measured and recorded by enzyme-calorimetric method. Results: Statistical analysis showed that 12 weeks of endurance training resulted in a significant reduction in triglycerides levels (p<0.025) and body fat percentage (p<0.002), while no significant change was found in cholesterol serum levels and body mass index. Conclusions: The findings of this study suggested that moderate intensity endurance training lead to improvement of body composition and biochemical parameters related to obesity in overweight girls, which reflected the vital role of these training in preventing obesity and related cardiovascular diseases among children and adolescents.

Archaeology of children and childhood is rather a new field of study within archaeology and anthropology. However, it is very difficult to trace the presence of children in archaeological material. Their manifestation is mainly limited to mortuary, artefacts or objects considered to be toys or built environment that too may have been either in connection with specific items used by or were in relation to children or iconographic evidence from past. The present study tries to examine depictions of children in Sasanian rock reliefs which have long been the subject of extensive research, nevertheless it seems such depiction on art objects was not a matter of attraction by itself. On the other hand, lack of coherent literary evidence about social status, roles and realm of children and childhood in the Sasanian society leave many questions unanswered. Hence, despite a large number of researches in the field of Sasanian history and archaeology, one cannot postulate a coherent research background specific to the aforementioned subject. Children are displayed in a number of Sasanian rock reliefs which are introduced and presented in chronological order. Identity of these children and purpose of their depiction is discussed based on available works. Although, the historical identity of these children may never be certainly established, but those shown in investiture and parade reliefs of Ardashir I, Shapur I and Narseh at Firuzabad, Naqsh-e Rajab and Naqsh-e Rustam are certainly the children of high status or having royal lineage. In two of Shapur I reliefs, a putto is depicted and a probably captive child –enemy’s son- are seen in Bahram II/Shapur II relief in Tang-e Chowgan.

The changing culture toward multimodality enforces acquiring visual literacy in every aspect of today’s modern life. One of the fields intermingled with using various modes in different variations is language teaching and learning, especially for and by young learners. Young language learners’ (5-12 years old) lack of world experience forces them to make the most use of non-verbal modes of communication to receive and send the intended message, enhanced in foreign language learning environment. As a result, the language teacher him/herself will be supposed to be armed with visual literacy of this new language and to have the ability to successfully transmit this knowledge to the students. The present study aims to investigate whether the three focused factors in educational semiotics; namely, Process of abduction, Principle of kinesics, and Proxemics- proposed by Sert (2006) exist in the curriculum of Iranian pre-service language teachers in one of the educational districts in Isfahan. By distributing two questionnaires among TTC course instructors and pre-service teachers, and obtaining the percentage of the analyzed data, the findings showed that the number of institutes which focus on the matter are rare. Also, it was revealed that the pre-service teachers, majoring in English Language, performed better in terms of realizing the meaning of body language units and comparing and contrasting them (principle of abduction). The results will be useful for future teachers and their educational curriculum in favor of enhancing the fifth language skill, foreign language visual literacy.

Purpose: The aim of this research was comparison the development of ownership concept in preschool and elementary school children. Methodology: Present study in terms of purpose was applied and in terms of implementation was causal comparative. Research statistical population was all male and female children of preschool and elementary school of Pakdasht township in 2017-18 academic years. The research sample was 100 people (25 people in each grade) who were selected by random cluster sampling method. To collect data used from individually structured interview (31 questions) that the face and content validity of interview questions was confirmed by the educational sciences and psychology experts and its reliability was reported desirable by method of examiners. Data were analyzed by multivariate analysis of variance method in SPSS software version 19. Findings: The findings showed that there was a significant difference between the overall scores of the groups in the objective questions (P<0.05), but there was no significant difference between them in the descriptive questions (P>0.05). Conclusion: The results showed that preschool and first year elementary school children in compared to third and fifth year elementary school children do not have a good understanding and these children, unlike third and fifth year elementary school children, consider the first person who associates with the object as its owner.

Children in Justin Kurzel’s Macbeth 2015, represent many symbolic concepts, such as the dominant ideology of the Elizabethan era. This research study explains why the source text has undergone many changes regarding the representation of child characters. Kurzel has added new child characters to the original story to signify his concern for the young generation of our contemporary time. Contextualization and the socio-historical events will explain the reason behind the abundance of children in the film adaptation. Robert Stam’s model of intertextual dialogism helps to understand how Macbeth 2015 relates to real physical and psychological damage to contemporary children by war. The adaptation is in constant dialogue with the reality of violence and war in the turn of the century. Child soldiers, grieving and revengeful parents and children, and Post-Traumatic Stress Disorder are serious contemporary dilemmas. These traumatic events are a consequence of the pursuit of power by people who encourage war and violence.

The present study is conducted to screen cases suspected to the anxiety in quake-stricken children aged 3-7 in Sarpol Zehab in 2017.The method was descriptive with screening design. Data was collected by Spence Preschool Anxiety Scale (PAS) from 499 mothers with children aged 3 to 7 in Sarpol Zahab city. Data was analyzed using descriptive statistics and SPSS-23 software.The study showed the overall point prevalence for anxiety as 0.47. The highest and lowest prevalence were related to the aspects of physical injury (52%) and separation anxiety (34.3%). In addition, comparing the two groups showed no significant differences in term of anxiety and its components between the two genders. the mean of anxiety prevalence among quake-stricken children was 47%, which was higher than the prevalence of anxiety disorder and its mean in the populations of the previous studies. Given the high effects of stressful events in childhood and the significance of children's mental health in natural disasters, such as quakes, the need for psychological interventions for accurate diagnosis and provision of psychological services to children and families are felt more than ever.

Introduction: Autism Spectrum Disorder (ASD) is among the most common childhood disorders. The current study aimed to investigate the effect of Kangoo Jump (KJ) exercises on dynamic balance and overall postural oscillations in children with ASD. Materials and Methods: This was a quasi-experimental study. Among children with ASD in the Autism Association and Autism Schools in Tehran City, Iran, 20 subjects were selected using screening tests; after assessing the dynamic balance and general postural sway as a pretest, they were randomly divided into two groups of experimental and control. The experimental group performed KJ exercises for 8 weeks; eventually, all individuals were tested for dynamic balance and postural control as a posttest. The obtained data were analyzed using Analysis of Covariance (ANCOVA). Results: This study suggested that performing KJ significantly improved the dynamic balance in children with an ASD disorder. There was a significant difference between the mean scores of the control and experimental groups in the posttest stage in dynamic equilibrium (P<0.001); however, no difference was observed between the study groups in postural control. Conclusion: Using KJ to improve dynamic balance in children with ASD is beneficial. Therefore, these interventions can improve various aspects of development and balance in children with ASDs.

This study was conducted with the aim of environmental and behavioral pathology of religious education of children. The research method was descriptive and content analysis. Studies show that the foundation of religious education of children is closed in the family and children are the expression of parents' beliefs and behaviors and they are silent but effective teachers of children; Also, school and friends, as formal and informal spaces that complement their personality, are parallel to the phenomenon of cyberspace, environments whose characteristics have a significant impact on their inclination or non-inclination to religious issues; In the behavioral dimension, the findings indicate that harms such as: upbringing, humiliating behaviors, unjustified harshness and discrimination, etc. are among the incorrect methods that can be inflicted on children by those around them. Suggestions: Promoting media literacy of families, raising children's values, creating a bridge between family and school, paying serious attention to attracting committed people and taking care of the expansion without supervision of non-profit schools.

Background: Autism spectrum disorder is a neuro-developmental disorder with a significant deficiency in communication characteristics, social interactions and stereotyped behaviors. Aim: The purpose of this study was to investigate physical activity participation in Iranian children and adolescent with autism spectrum disorders. Materials and Methods: The research method was descriptive and survey. The statistical samples were 370 children and adolescent with ASD, age 8-20 years from Iran. The international physical activity questionnaire for older children and adolescents used for measuring physical activity levels. Data analyzed by using SPSS<sub>23 . Results: The results showed that 73.8% of participants were inactive during the last 7 days; 17.8% of them were active occasionally (1 to 2 times); 6.5% (3 to 4 times) and 1.1% (5 to 6 times) were physically active. During the last 7 days on weekends, 58.2% reported usually sitting position, 22.2% walking or standing, and 14.6% running or active playing and only 1.1% reported lots of running or playing. There was no significant difference in physical activity levels between girls and boys. Conclusion: The results showed the limited participation in physical activity among Iranian children and adolescents with ASD. This study seems to be a helpful for identifying the patterns and promotion of physical activity.

The importance of perceiving and knowing children visiting museums in Iran, inform researchers about the shortcoming of fundamentals in this regard, and despite the many potentials of this area, Children's visit to Museums in Iran is facing serious obstacles considering such shortages. In this regard, it seems very important to understand the importance of considering children as museum visitors. According to recent literature and perspectives advanced by experts related to this topic, all with the intent to broaden the views of museum professionals, this presentation wants to clarify the main results of these investigations which include: • Innovations of museums for children during their visit to learn and discover cultures • Children's criteria for visiting museums, and service quality factors (PhD thesis of researcher: Quality approach in the development of children's visit model), • Social and cultural influences in shaping society, The results offer a framework as a point of departure for understanding children in museums. To sum up, it can be said that museums have important entities for children's attractions, which with proper planning, attention and investment, can turn into young audiences' spotlight.

This study compares externalizing behavior disorders in overweight and normal-weight boys. The statistical population includes all the male students of elementary schools in Mashhad, who were selected using the cluster sampling method, six districts, and among the schools in this district, two boys' schools and a total of 222 students were selected as the research sample. Children's Behavior Checklist (CBCL) was used as a tool in this study. The results showed that, in general, there is a significant difference in externalizing behavior disorders between overweight and normal-weight boys (P<0.05), which is seen in conduct disorder and oppositional defiant disorder. In comparison, these two groups had no significant difference in attention deficit hyperactivity disorder (P<0.05). According to the results of the research, informing and changing the attitude of parents in preventing the occurrence of obesity and overweight and ultimately behavioral problems seems necessary, and since the deviation from normal weight is related to inappropriate and risky behaviors, early interventions and appropriate planning in this field is practical and necessary during the sensitive period of childhood.

The present study was designed to examine the effects of two kind of feedback presentation, namely KR and KP, on movement pattern and accuracy of a Badminton serve in children with autism. We used a causal-comparative method in the current study. Sixty children with autism with an age range of 7 to 12 years from special schools were selected based on a convenience sampling method and were randomly and equally assigned into four groups including KR, KP, KR+KP, and control groups. The motor task in the present study included the badminton serve, in which the movement patter and accuracy were measured as the dependent variable. The children participated in the pretest including 10 services, acquisition phase (5 training blocks, each of which included 10 services), and the retention test with 10 services. Respective feedback was provided before each practice block. We used ANOVA to analyze data. The results showed that both KR and KP feedback improve both the pattern and the accuracy of movement better than the condition without feedback. In addition, KP had better effects on the movement pattern and KR had better effects on the movement accuracy. Finally, children who were in the combination group performed better than all the groups in both execution of the movement pattern and service accuracy. Children with autism benefit from feedback to learn novel motor skills, indicating that they may have the necessary mechanisms to learn new skills through feedback.

Motor learning studies on adults have shown that directing the learners’ attention to external cues is more effectual than internal cues. In this study, we investigated if this could be applied to children with developmental coordination disorder (DCD). 45 boys with developmental coordination disorder were selected using motor observation questionnaire for teachers. The task was static balance test that was measured in two experimental conditions including internal (focus on body limb) and external (focus on rex marker) focus of attention. For data analysis, ANOVA and Tukey’s post hoc were used at the significant level of P < 0.05. Results showed that external focus could improve motor learning. However, there was no significant difference between internal focus and control groups. Thus children with DCD benefit from the external focus of attention to learning a static balance skill. According to the results of this study, therapists and coaches should adjust their rehabilitation methods and instructions based on external focus of attention.

The aim of this study was to investigate the effects of teaching style in physical education on prosocial and antisocial behaviors of children. We used a descriptive-correlational method for this study. The participates of the present study included 384 primary school students (mean age of 9.17 years old), including 192 boys and 192 girls which were selected by using a convenience sampling method. For collecting data, teacher as social context (TASC) Questionnaire, sport climate questionnaire (SCQ) and prosocial and antisocial behavior in sport scale (PABSS) were used. Correlation test and structural equation method were used for da analysis.  The results showed that perceived need support directly affected prosocial behaviors. In addition, perceived need thwarting indirectly affected prosocial behaviors. Moreover, perceived need support indirectly affected antisocial behaviors. Finally, perceived need thwarting directly affected antisocial behaviors. These findings demonstrate that needs supportive teaching style would lead to increase the prosocial behaviors and decrease antisocial behaviors in the physical education class among children.  

Although some factors affecting children’s participation in physical activity and sports are well known, the important social factors that influence children’s participation in physical activity and sports have not been properly identified. In this study, we aimed to design a model of social factors influencing children’s participation in physical activity and sports. The method used in the present research is descriptive-correlation based on the structural equation method. The statistical sample of the study consisted of 384 students who were selected through convenience sampling method. Social factors such as parental socioeconomic status, social support, social competence, and social acceptance were measured using standard questionnaires. Structural equation modelling was used to analyze data. The results of the path analysis showed that parental socioeconomic status, social support, social competence and social acceptance had significant effects on motivation (all T>1.96). Moreover, motivation had significant effect on intention to physical activity (T=3.628). Finally, intention to physical activity had significant effect on physical activity (T=5.189). These results show that social factors can be considered in the process of children’s participation in physical activity and sports. In this regard, the role of parents, physical education teachers and friends is very important.

Introduction: Awareness of the consequences of divorce can contribute to conducting effective interventions to reduce the extent of harm to couples taking divorce. To this end, the present study aimed to discover the consequences of divorce based on children well-being through a systematic review of previous studies in the literature. Data sources: Articles addressing the consequences of divorce during the last decade (2011 to 2021) were reviewed in SID, Noormags, Magiran, Ensani, Elsevier, ScienceDirect, and Google Scholar databases. Study selection: All articles published in Persian and English on the consequences of divorce were reviewed. Out of 159 retrieved articles, 38 articles that met the inclusion criteria were analyzed in this study. Results: Divorce consequences were classified into three categories: individual, family, and socio-cultural consequences. Individual consequences of divorce include physical and psychological consequences such as hypochondriasis, depression, anxiety, psychological distress, and aggression, and behavioral consequences are taking sedatives, alcohol and drugs, suppression of sexual instinct, and sexual marginalization. Furthermore, from a familial perspective, children, and paternal family members suffer many consequences. Poor academic achievement, aggression, anxiety, depression, and isolation in children and increased tension and conflict, blame and protest, involvement of others in the paternal family are among the family consequences of divorce. Socio-cultural consequences of divorce include the public negative attitudes, reduction of social relations, and feelings of alienation and financial problems were identified as economic consequences of divorce. Conclusion: Counseling and psychotherapy with couples and child's after divorce helping these them to reducing the negative prosocial consequences.

the special conditions of children with autism spectrum disorder; they should benefit from exercising in their lives. Unfortunately, due to the unfamiliarity and the lack of suitable conditions, the ground to participate in sport activities for this group of people in the society is not well prepared. Therefore, the purpose of the current research is to identify strategies and express the consequences of teaching sports activities to children with autism spectrum disorder. Methods: The present research carried out in 2023 via using a qualitative style based on a phenomenological approach and in the Collaizi method. Research Participants included: children with autistic disorder and their parents, sport instructors with the experience of working with autistic children, university faculty members in the psychology department, sport management, motor behavior, and autism therapists, from whom a sample of 17 people was selected. For the final validation of the research, the validity and reliability criteria were applied. Results: In the end, 87 final concepts were identified, including 7 main contents: motivational, environmental, individual, instructors’, communication, social, and parental awareness; and its consequences entail 5 main contents of motor, physical, psychological, behavioral and social development. Conclusion: The results of the research will help to plan the proper inclusion of sport programs in the daily schedule of children suffering from autism, and finally the improvement of the physical and mental condition of this group of people in the society will be achieved.