Cognitive development

Childhood is a very important age period and often has been overlooked. As unawareness that many behavioral traits affect experiences of the early years of our lives so the environment in action and learning during the operation, play a crucial role. When it comes to in public areas and keeping with their peers, children could learn many life circums tances, known as social behaviors. This s tudy aims to inves tigate the role of green space playgrounds in children's development. For this s tudy, six playgrounds in Shiraz have been considered. This s tudy is combinational and has used the library method for data collection, the indirect and field view. In the indirect method, 200 ques tionnaires were randomly dis tributed between parents and children 9 to 12 years in playgrounds, residential complexes, schools, parks. And then we try to analyze the data by using s tatis tical methods and the SPSS20 software. The results of this research showed that green space in the playground has a great effect on the growth and development of children, and this has led to the emotional-social and cognitive development of children.

This study aimed to explore the relationships between moral reasoning, fear of negative evaluation, and social competence in individuals with Attention-Deficit/Hyperactivity Disorder (ADHD). By examining these variables, the study sought to identify key predictors of moral reasoning in this population. A cross-sectional design was employed, involving 364 participants with ADHD, recruited from clinical settings. Participants completed self-report measures, including the Defining Issues Test (DIT) for moral reasoning, the Fear of Negative Evaluation Scale (FNE), and the Social Skills Rating System (SSRS) for social competence. Data analysis was conducted using SPSS-27, with Pearson correlation and multiple linear regression analyses to examine the relationships between the variables. Descriptive statistics revealed mean scores of 38.47 (SD = 7.53) for moral reasoning, 49.28 (SD = 10.34) for fear of negative evaluation, and 75.82 (SD = 12.45) for social competence. Pearson correlation showed a significant negative relationship between fear of negative evaluation and moral reasoning (r = -.42, p < .001), and a significant positive relationship between social competence and moral reasoning (r = .38, p < .001). Multiple linear regression analysis indicated that fear of negative evaluation and social competence together accounted for 34% of the variance in moral reasoning (R² = .34, p < .001). The findings suggest that both fear of negative evaluation and social competence are significant predictors of moral reasoning in individuals with ADHD. Enhancing social skills and reducing social anxiety may positively impact moral reasoning. These insights underscore the importance of targeted interventions to support the social and moral development of individuals with ADHD.

This study aimed to evaluate the effectiveness of Sandplay Therapy on enhancing perceptual reasoning and neuropsychological functioning in children with Autism Spectrum Disorder (ASD). A randomized controlled trial design was used, involving 30 children aged 6-12 years diagnosed with ASD. Participants were randomly assigned to either the intervention group (n=15) or the control group (n=15). The intervention group received eight 90-minute sessions of Sandplay Therapy over two months, while the control group received standard care. The Wechsler Intelligence Scale for Children (WISC-V) and NEPSY-II were used to measure perceptual reasoning and neuropsychological functioning, respectively, at baseline, post-intervention, and five-month follow-up. Data were analyzed using mixed-design ANOVA with repeated measurements and Bonferroni post-hoc tests in SPSS-27. Descriptive statistics showed significant improvements in the intervention group for both perceptual reasoning (M=95.53, SD=7.48 at baseline to M=107.45, SD=8.21 post-intervention) and neuropsychological functioning (M=89.74, SD=6.95 at baseline to M=101.29, SD=7.56 post-intervention). Mixed-design ANOVA revealed significant main effects of time (F(2, 56)=30.15, p<.001, η²=0.52 for perceptual reasoning; F(2, 56)=32.75, p<.001, η²=0.54 for neuropsychological functioning) and group-by-time interactions (F(2, 56)=24.12, p<.001, η²=0.47 for perceptual reasoning; F(2, 56)=28.75, p<.001, η²=0.50 for neuropsychological functioning). Bonferroni post-hoc tests confirmed significant differences between baseline and post-intervention (p<.001) and baseline and follow-up (p<.001) for the intervention group. Sandplay Therapy significantly enhances perceptual reasoning and neuropsychological functioning in children with ASD. These improvements were sustained at follow-up, suggesting that Sandplay Therapy is an effective and sustainable intervention for this population.

This study aimed to examine the mediating role of executive functioning in the relationship between parental involvement and math achievement among children with learning disabilities. A descriptive correlational research design was employed, involving 379 Malaysian parents of children aged 9 to 12 years diagnosed with learning disabilities. Participants were selected using stratified random sampling based on the Morgan and Krejcie (1970) sample size determination table. Data were collected using three validated instruments: the Parent and School Survey (PASS) to assess parental involvement, the Behavior Rating Inventory of Executive Function (BRIEF) to measure children's executive functioning, and the Math Composite of the Wechsler Individual Achievement Test–Third Edition (WIAT-III) for math achievement. Pearson correlation analysis was conducted using SPSS version 27, and structural equation modeling (SEM) was performed using AMOS version 21 to test the hypothesized mediation model and assess the model fit. Pearson correlation results indicated significant positive relationships among all variables: parental involvement and executive functioning (r = .41, p < .001), parental involvement and math achievement (r = .36, p < .001), and executive functioning and math achievement (r = .48, p < .001). The SEM revealed an acceptable model fit (χ²/df = 1.84, CFI = 0.97, RMSEA = 0.045), and confirmed that executive functioning significantly mediated the effect of parental involvement on math achievement. Both the direct effect (β = 0.26, p < .01) and the indirect effect through executive functioning (β = 0.18, p < .001) were statistically significant. The findings underscore the importance of executive functioning as a cognitive mechanism through which parental involvement enhances mathematical performance in children with learning disabilities. Educational interventions should integrate strategies to strengthen both parental engagement and children’s executive functioning skills to optimize academic outcomes.