Social behavior

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.

To s tudy human social behavior concerning the environment, the concepts of privacy, personal space, and territory have been s tudied by interdisciplinary experts. Examining how behavior is formed in the environment is very important in improving the environment's design with the culture of uses. Since experts in the field of architecture and urban planning need to provide real and objective solutions, they often do not have the opportunity to conduct practical research on the concepts of privacy. Identifying the formation of privacy of users can be desirable in the design of new housing. By linking the main concept and how they are in the architectural elements of different cultures, a cultural pattern appropriate to each region can be achieved. The main purpose of this s tudy is to link the main concept with the cultural and architectural perspectives. This logical reasoning s tudy used content analysis in two fields privacy and culture. For this purpose, definitions related to the privacy of collection and the method of open coding of its categories have been extracted. Then the privacy layers are extracted using social sciences and environmental psychology s tudies by summarizing qualitative content analysis. The semantic model of Rapoport's cultural meaning and privacy are combined in the research, and the main matrix of how the cultural layers of privacy are formed is drawn. Based on this matrix, the layers of social behavior can be categorized from the initial qualitative-perceptual level to quantitative-behavioral.

Externalizing behavior problems refer to a set of symptoms that can lead to significant psychological problems over time. These disorders affect a person's behavior as well as their physical, cognitive, and social abilities, disrupting their functioning in social, occupational, and academic areas. The present study investigated the relationship between executive functions and social skills in children's play with externalizing behavior problems. This research was conducted in a descriptive manner, and its statistical population included all children in Tehran in the academic year 2024-2025. In this study, using a multi-stage random sampling method, several schools were selected from district 6 of Tehran, and 130 children whose parents or teachers were willing to participate in the research and were identified as children with externalizing behavior problems according to the results of the Achenbach Child Behavior Checklist questionnaire (CBCL) were selected as the sample. Data were collected using the BRIEF Executive Function Questionnaire and a researcher-made Social Skills Questionnaire, and data analysis was performed using single-variable regression. The results showed a positive and significant relationship between the components of executive functions (including set shifting, working memory, inhibitory control, and inhibition) and the social skills of children with externalizing behavior problems (P=0/001). Therefore, it is emphasized that by using strategies to promote executive functions and social skills in the play process, it is possible to prevent the formation and continuation of externalizing behavior problems in preschool children