child

خلاقیت به یکی از موضوعات داغ در زمینه رشد کودکان تبدیل شده و در مطالعات روانشناسی و طراحی محیطی ویژه ویژه یافته شده است. تحقیقات بر روی محیط کودک بر رشد خلاقیت او وجود دارد. بنابراین هدف اصلی این پژوهش بررسی رابطه بین خلاق و محیط آموزشی کودکان 2 تا 10 ساله و شناسایی و تبیین مولفه های محیطی برای خلاقیت با محیطی است که بر اساس ساختار جسمی و روانی کودک و نیاز به استفاده از محیط معماری است. است. پژوهش کیفی حاضر با استفاده از روش اکتشافی و تحلیل کیفی، تغییرات اساسی در تحقیقات مربوط به رابطه محیط و خلاقیت کودکان را شناسایی کرده و سعی کرده است با استدلال منطقی به بررسی و جمع بندی روابط بین آنها بپردازد. از آنجایی که نتایج این پژوهش بر اساس تحلیل تحلیلی بر اساس نظریه ها و نتایج تحقیقات قبلی است، می توان آن را یک فراتحلیل کیفی تلقی کرد. نتایج این پژوهش نشان می دهد که محیط با ویژگی هایی مانند جامعه پذیری، احساس فضا، حس پذیری، تنوع و پیچیدگی، امنیت، حرکت، خوانایی و ارتباط با طبیعت در افزایش خلاقیت کودکان خلاق است. همچنین اگر محیط آموزشی به گونه ای طراحی شود که اصول روانشناسی محیطی مرتبط با وضعیت جسمی و روانی کودک رعایت شود.

Purpose: The present study was conducted with the aim of studying the effect of philosophy education for children on the development of the spiritual intelligence of sixth grade female students. Methodology: Based on theoretical foundations and previous research based on Islamic-Iranian foundations, it was investigated in the form of a quantitative (semi-experimental) method. The statistical population of the research was all sixth-grade female students of Bedroom district. Among them, 32 people were randomly selected as a statistical sample in the control group and the experimental group. Sohrabi and Naseri's spiritual intelligence questionnaire was used to measure students' spiritual intelligence. The results of statistical data analysis (univariate covariance) showed that teaching philosophy to children has an effect on the development of students' spiritual intelligence. Findings: In the set of research results, it indicates the effect of teaching philosophy for children on the development of transcendental self-awareness and spiritual experiences of sixth grade female students. But the philosophy education program for children does not show an effect on the development of patience and the ability to forgive. The philosophy education program for children by strengthening logical and analytical powers, along with creating a deep philosophical view, teaches children how to think and make decisions and thereby be able to solve their problems and problems. Solve as much as possible. Spirituality is defined as the constant effort of human beings to answer the reasons of life, but only the mind can answer these questions, which has learned its skills in childhood. Conclusion: It is suggested to create a compulsory course as philosophy for children in Farhangian University. So that all new cultural teachers are familiar with this program and can be a useful facilitator for students.

 Objective: Reports showed that a cognitive-behavioral therapy effectively helps patients overcome a wide variety of maladaptive behaviors such as anxiety. The aim of the present study was to further examine this issue by exploring the effects of a cognitive-behavioral therapy on academic anxiety of children with learning disorders.Methods: The quasi-experimental research design was pretest-posttest with a control group. The statistical population included 32 children (9-13 years) with academic anxiety (mild, moderate and severe) who were selected by convenience sampling method and randomly (using a coin-throwing method) assigned to two experimental and control groups. The standard School Anxiety Scale questionnaire was used to measure academic anxiety. The behavioral-cognitive therapy program was implemented for 12 sessions, 3 sessions of 45 minutes each week for the experimental group. After the intervention, all participants participated in posttest. Paired sample t test, independent t test, and analysis of covariance were used to analyze data.Results: The average of academic anxiety before the intervention in the experimental and control groups was 23.94±2.18 and 22.87±3.64, respectively, and the independent t-test did not show a significant difference (P=0.39). The average of the groups shows that the academic anxiety scores of the experimental group have decreased compared to the pre-test scores (t=16.58, P<0.001). Finally, the results of ANCOVA showed that a cognitive-behavioral therapy has led to a reduction in academic anxiety (P<0.001).Conclusion: Reconstructing children’s thoughts and beliefs helps them to identify their wrong thoughts about the exam and gradually replace them with correct beliefs and thoughts. Therefore, teachers and practitioners can use cognitive-behavioral therapy to help children with learning disorders to have less anxiety without feeling hurt from the negative evaluation of others. 

Childhood, as the first and most significant period of a person's life, is the founder of children's abilities and creativity (between 2 and 10 years of age). During these years, the child is highly affected by the environment and shows a high level of curiosity about the surrounding environment. Due to the presence of a majority of children aged 2 to 6 years in kindergartens and the need to pay serious attention to their open spaces for the education and development of children's creativity, this article explains the factors affecting the growth of children's creativity in the open spaces of kindergartens. In this regard, some of the effective factors in the development of children's creativity that should be considered in the design of the open spaces of these buildings are provided using the descriptive survey research method. The statistical population of the study included educators and kindergarten staff. Structural equations were used in SPSS and AMOS software to analyze the data. According to the results of the study, it can be stated that the development of children's creativity will not be possible only through educational programs but also through flexible spaces, using natural elements, and children's participation, which will children's creativity. In this regard, the component of children's participation is the most effective in the growth and development of children's creativity. After that, space flexibility, natural elements, space playability, color and light, kind, sense of security, and space legibility, respectively, have the highest effect on the development of children's creativity.

This study aims to investigate children's lived experience of tourism in the space of computer games as a background that influences the development of 7- to 12-year-old children. The research method was based on a qualitative and descriptive phenomenological research design. Accordingly, 37 participants were selected from the community of 7- to 12-year-old children to access children rich in information in this field, from the participants who had the most information about computer games and were able to express their experience completely and clearly. Themes extracted from interviews with 13 students who were 12-year-olds included freedom and empowerment, educational value, emotional and psychological impact, attention to game aesthetics, realism and immersion, preference for challenge, contrast between virtual and real life, and impact on real-life skills. For 12 students who were 9-year-olds, themes extracted from interviews included excitement and combat, adventure and exploration, challenges and traps, discovery and use of weapons, interactive and dynamic environments, special abilities and equipment, achievement and power, historical and cultural elements, victory and power, preferences for play environments, and beautiful and clean environments—various ways children engage with video games emotionally and socially. For 7-year-olds, themes extracted from interviews included learning through play, exploration, visual and auditory appeal, quick solutions and cheat codes, emotional engagement and environment, cultural insight, interactive and rewarding experiences, and social interaction. The findings suggest that games can impact children’s emotional and social development, from boosting self-esteem to increasing social interactions.

Protection of the children is one of the most important concerns in international human rights law. Child marriage is recognized as one of the forms of child abuse. The first step for elimination of child marriage is legal definition of the child. Lots of treaties have tried to determine the minimum age of a person before which he or she cannot marry. This article examines the criteria for recognizing an individual as a child and consequently child marriage in the international human rights system and domestic laws of the Islamic Republic of Iran. Treaties relating rights of the child do not clarify a specified minimum age for marriage except the Convention on the Rights of the Child in which a child is defined as a person below the age of 18. This criterion is based on an age-oriented approach and is aimed at homogenization of girls and boys. In contrast, in the law of Iran it is based on an interest-oriented one and it is relied on a multiple-criteria approach comprised of legal (physical or sexual) maturity, mental growth, religious maturity and guardian consent which has resulted in a more rational and defensible approach.

Although the era when children were primarily considered as a source of labor for the familyhas largely passed, the procreation of children remains indispensable for societal continuity.Views on children have shifted from characterizing them as the “private property of the family”to recognizing them as a “public good.” While children may not satisfy all the criteria of a purepublic good, it is widely acknowledged that society bears a significant role in the upbringing,education, and, ultimately, the costs associated with children. Nonetheless, although theconception of a child as a personal property of the family has changed, extensive governmentalintrusion into family privacy is similarly not accepted. This article employs a descriptive-analytical approach to examine arguments for and against this perspective, drawing on theoriesof public and socialized goods, with a focus on Iranian legislation. Children, due to their potentialbenefits, such as their future roles as workforce and taxpayers, exhibit characteristics of a publicgood; however, philosophical, legal, economic, and cultural challenges limit this interpretation.Iranian laws, particularly the Family and Youthful Population Support Act (2021) and Article3 of the Child and Adolescent Protection Act (2020), recognize government responsibility andmark a step toward conceptualizing children as public goods. This article posits thatwhetherchildren are characterized as public goods or as socialized goods, an obligation is thereby createdfor non-parents and, consequently, for the state as the representative of the nation, to share in thecosts associated with them.