Philosophy for children (P4C) is an innovative program in training and nurturing which has been founded by American Mather Lippman in late 1960s. It mainly aims to teach thinking ability to children. In P4C, story plays an essential role which is considered as the main training tool for philosophical contents and thinking ability. Trying to conduct and expand their programs, the thinkers of this program have written various unique stories which possess literal, philosophical and psychological richness. Some critics believe the efficiency of such stories in different countries depends on their relevance to the moral criteria and cultural values of countries. The present study which is a kind of descriptive-analytical one based on library sources aims to analyze literal, philosophical and psychological richness of Little Black Fish (Mahi Koucholou-ye Siyah) by Samad Behrangi. The findings reveal this story has high richness in terms of the three criteria, although there are some weaknesses. Correcting these weaknesses, Little Black Fish (Mahi Koucholou-ye Siyah) can be read and used in P4C program leading to richness of this program in order to be localized in that country.

"Cognitive humor Studies" deals with the study of those hidden features in the text that influence different degrees of memory expansion, smile or laughter, while affecting how the information is stored, processed, and retrieved. Schemas are cognitive shortcuts for intentional cognition that are merely a set of index features without any details. This study is based on the cognitive definition of "humor" as a funny phenomenon (not as a tool with social mission), in which at first, it classifies in a descriptive-analytic manner, the structure of the subtle-joke narratives as structures based on surprise (based on the sudden change in the reader's mental schema). Then, from the structure of these sub-narratives, it'll come to the grand stylistics of the children's humor texts. The research style is based on two components. One of the components is the narrative schema shifts of the introspective narrative of the text (the main character of the story), and the other one is a reflection of the schema of the extroversion of the text (the reader). Corresponding to these two components, two coordinate devices are used. The two sets show the pattern of shifts in the two narratives of interpolation and extroversion, in terms of time, and, thus, categorize the satirical discourse into two types of "long" and "leap" styles. This research, for the first time, in addition to linguistic humor, categorizes positional satire, and can be the idea of humorists, as well as facilitator of comparative criticism by classifying structures.

The aim of this study was to determine  the effectiveness of working memory strategies training on cognitive flexibility and emotional self-regulation in elementary students. The research method was a quasi-experimental study with pre-test-post-test design and control group. The statistical population of the study of all female elementary school students in Maku in the academic year of 2019-2020 was 3621 people. From this population, a sample of 30 people was selected by random cluster sampling and randomly replaced in experimental and control groups. The data collection tools included an affective style questionnaire (ASQ) and a wisconsin card sorting test (WCST) . Data analysis was performed using multivariate analysis of covariance in the SPSS program. Data analysis showed that training of working memory strategies has led to significant differences between groups in cognitive flexibility and emotional self-regulation (p < 0.05). According to the findings, working memory strategies training has been able to give students the ability to improve their cognitive flexibility and emotional self-regulation processes.

The present study was conducted to provide a teaching model for the development of philosophical thinking in elementary school students. This research has tried to answer three main questions by using documentary method and qualitative research with deductive approach and descriptive-inferential method. The first question in order to explain the theoretical foundations of this type of curriculum and the next question seeks to provide subcategories of the basic elements of the philosophical thinking program including educational objectives, educational content, learning teaching process and evaluation method that these subcategories rely on two curriculum models Tyler and teaching philosophy to methyolipman children have been developed and information has been collected using a semi-structured cube mesh. Then, based on a qualitative theoretical research, a model for cultivating philosophical thinking has been presented. The purpose of this model is to cultivate a variety of thinking skills and to promote philosophical skills. The results of this study show that by accurately implementing the model, it is possible to cultivate citizens with the powers of rational thinking, critical thinking and all kinds of thinking with the pure powers of values ​​from counter-values ​​in a convincing way. Understanding why and how problems are among the main results of fostering philosophical thinking among students covered by the project.

Michele Borba (2001) and Doug Lennick and Fred Kiel (2005) suggested two models of moral psychology. This paper tries to investigate moral intelligence and evaluate these two models. Both models have remarkable similarities. On the other hand, these two models have differences in their aims, methods and theoretical domains. These models are subjected to some critiques; they do not present any clear philosophical and/ or scientific explanation for their foundations. The essence of virtues and the methodology they are selected is also questionable. Besides, conceptual definition and conceptual relevance of moral virtues seems neglected in both models. This is notable that these models connect moral thinking with moral action, while the gap between moral theory and practice is an important challenge in the areas of philosophy and psychology.

The aim of the present study was to understand the lived experiences of preschool teachers regarding the challenges of teaching philosophy to children. This qualitative research was performed using phenomenological method. The method of data collection was semi-structured interviews. For this purpose, data were collected by interviewing 15 instructors who had an experience of teaching philosophy to students. Data were analyzed by Strabert and Carpenter (2003). The analysis of the interviews indicates four main themes including cultural challenges, content challenges, administrative and structural challenges, methodological challenges and 22 sub-themes including unfamiliarity with the phenomenon of teaching philosophy to children in society, ridicule Lack of parental involvement in teaching philosophy to children, prejudiced attitude towards teaching philosophy to children, low parental education, lack of appropriate resources, improper content organization, incomplete translations, lack of communication and compatibility of content, acceptance of abstract concept of philosophy and inconsistency with child, Presenting a philosophy textbook, the achievements of teaching philosophy are not tangible, refusing to teach philosophy to children in the formal curriculum, lack of formal instructor training, lack of material and spiritual support, high population density, assigning philosophy teaching to a rich group, lack of tools related to teaching philosophy to the child, the low quality of the trainers was the lack of attention to the child's age, providing the final answer to the child, ignoring the child and lack of connection with the extraction environment.

The purpose of this study was to design a situational creativity model based on the reflective training approach based on data foundation theory. The approach of the present paper is qualitative and to design the situational creativity model, the data foundation method based on the approach of Strauss and Corbin (1998) was used. The statistical population of the present study for the initial interview and identification of valid texts in the field of situational creativity included experts who had a history of training in creativity and writing textbooks in the field of reflective training and creativity. This led to the identification of credible sources of reflective education, the school of pragmatism, and philosophy for children, and texts that could be cited by Joas. Findings showed that "communication and connection, experience as a flow, integration of perception of the world and female society" as an axial phenomenon based on causal conditions Contrasting things, learning is achieved through sustainability, change and reconstruction of the environment and openness of expression, taking into account the beautification of life and social and physical factors (as a model field) and leads to attention to the emotional aspects of education, integrated creativity, strengthening High self-esteem and motivation to participate.

During last decades, children have played an increasing role in research and despite the emphasis on children’s active role as researchers (CAR). adults do a great part of research. This based documentary-method survey has dealt with identifying facilitators and inhibitors of developing research spirit in children to overcome this challenge and paving the way for children’s activities as researchers. By looking for in domestic databases including Noormags, IranDoc, Civilica, Elmnet, Scientific Information Database, Ensani Portal during 1380-1399, 64 documents retrieved then by using PRISMA evaluating checklist indicators, 21 of them were selected to be studied and analyzed. Furthermore, searching in international databases including, ERIC, Sage, Elsevier, Google Scholar and Taylor & Francis during 2000-2020, 45 documents retrieved and 19 of them were selected to be studied and analyzed by using PRISMA evaluating checklist indicators. Analysis was done by the Altheide Method. The findings of investigating documents resulted in four facilitators; educational, family, environmental and motivational factors and five inhibitors; individual, social, relational, educational and organizational. Finally, some suggestions are made to plan for educating researcher children paying attention to the definite limitations and obstacles.