پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 16 2 2026 01 21 The effectiveness of storytelling on the moral integrity of preschool children اثربخشی قصه‌گویی بر یکپارچگی اخلاقی کودکان پیش‌دبستانی 1 22 9852 10.30465/fabak.2026.9852 FA سکینه اشرفی فشی استادیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران 0000-0002-4352-6956 Journal Article 2024 01 06 The purpose of this study was to investigate the effectiveness of storytelling on the moral integrity of preschool children. The research method was experimental and pre-test and post-test with control group were used. The statistical population of the study included all preschool children in the city of Nourabad in 1401-1402. In order to do this research, two classes of preschool children (one class with 24 children in the experimental group and the other class with 21 children in the control group) were selected using random sampling method. The tool used in the research was a Children's Moral Integrity Scale (CMIS). After translating the original version of the instrument, the face validity of the scale was assessed by experts in the field of training and ethics education and its reliability was determined using Cronbach's alpha (α = 0.82). The obtained data were analyzed by using covariance analysis. The results of the study showed that the mean of the variable of the preschool children's moral integrity and the subscales of of empathy, respect, and courage were more than the control group but there is no meaningful difference between the two experimental and control groups in the mean subscale of honesty (p<0/05). Therefore, storytelling can be considered as an effective teaching method in teaching moral values and moral integrity of preschool children. Keywords: storytelling, moral integrity, preschool children, empathy, honesty, respect and courage. Introduction Moral integrity is a virtue and main for peaceful life and coexistence and a necessary thing in all aspects of human life (personal and professional). Researchers describe moral integrity as "honesty, reliability, integrity and integrity of moral character" and "objectivity, impartiality and loyalty in adhering to moral norms" and also moral integrity as the capacity to perform principled behavior even when there is a conflict between values. Betawi (2018) acknowledges that moral integrity in early childhood has four dimensions of empathy, honesty, respect and courage. They note that the family (parents' educational methods and children's role models from them) and schools (using different methods such as modeling, exams and evaluations, providing guidance and counseling services, curriculum, modeling the role of managers and school teachers) can play an important role in the development of children's principles, values and moral integrity, among them, teaching methods such as storytelling methods such as using children's literature and storytelling play a significant role in childhood moral education has Researchers claim that stories help to convey the moral values that young children should acquire through images, parables and frequent repetition of values. Moral stories can form mental images in children's minds and allow children to mentally draw experiences and see images in their heads. These images, parables help young children to process information and learn instructions better than listening. If the content of the story is related to the child's life, the child can easily understand the content of the story. and depict it. They believe that all kinds of moral, religious, social, cultural, etc. values can be instilled in children through stories or legends. The purpose of this study was to investigate the effectiveness of storytelling on the moral integrity of preschool children. Materials & Methods The research method was experimental and a pre-test and post-test design was used with a control group. The statistical population of the research included all preschool children in Noorabad city in 1402-1401. In order to conduct this research, two classes of preschool children (one class with 24 children in the experimental group and the other class with 21 children in the control group) were selected using random sampling method. The tool used in this research was Children's Moral Integrity Scale (CMIS) (Betawi, 2018). This scale has 48 items and four subscales of empathy (12 items), honesty (11 items), and respect (15 items). It measures moral courage (10 items). Scale items are scored on a Likert scale from 1 to 5 (never, rarely, sometimes, and often). After translating the original version of the instrument, the face validity of the scale was assessed by experts in the field of training and ethics education and its reliability was determined using Cronbach's alpha (α = 0.82). In order to analyze data from descriptive statistics (mean and standard deviation, minimum and maximum scores). ) and inferential statistics (analysis of covariance test) were used in spss 28. It should be noted that the significance level of the statements was investigated (a = 0.5). Discussion & Results Due to the existence of an independent variable and several dependent variables and the adjustment of the pre-test effect, the statistical test of multivariate analysis was used Levine's test was used. The values of the F statistic, which shows the value of Levin's test to check the homogeneity of variances of the experimental and control groups, and in the moral integrity of children (f (43.1), p=0.932) and none of the components of empathy (f, (43,1) (p=0.293)), honesty (f (43,1) (p=0.797), respect (f (43,1) (p=0.338), moral courage (f, (43,1) (p=0.180) were not significant (p < 0.05). According to this result, the assumption of equality of variances of the two experimental and control groups in the effectiveness of storytelling on the moral integrity of preschool children and its components was confirmed. In addition, the results of the multivariate analysis of covariance (MANCOVA) showed the difference between the control and experimental groups in the moral integrity of children. And the difference between the scores of the two groups shows that storytelling had an effect on children's moral integrity. Also, the results of the research showed that the mean of the pre-school children's moral integrity variable and the subscales of empathy, respect, and courage were higher than the control group, but there was no significant difference between the experimental and control groups in the mean of the honesty subscale (p<0.05). Conclusion The results obtained from the research indicate the effect of storytelling on the moral integrity of children under the scales of empathy, respect and courage. Past researches show that the use of story-telling method, in addition to expanding the vocabulary, creating an opportunity to practice spoken language and develop language skills for children, causes the transfer of moral values and its application in daily life. Children often prefer storytelling methods to do their homework. In this method, the child must listen, pay attention to the story and absorb the content of the story. In fact, storytelling encourages children to explore their own thoughts and feelings, helps them to respect the ideas of others, and encourages children to think about different points of view. Researchers explain that children learn moral attitudes from stories and also through argumentative conversations with peers or adults, they understand how to justify their own interpretation, listen to the ideas of others with respect, Critically examine the arguments of others and be aware of alternative situations and better justifications. Also, the inclusion of moral stories in the curriculum at the preschool level through the introduction of the education of characters based on the country's culture is very effective on the moral integrity values of children and has play a significant role in instilling moral values such as respect and empathy, politeness, honesty, responsibility and courage. پژوهش حاضر با هدف بررسی اثربخشی قصهگویی بر یکپارچگی اخلاقی کودکان پیشدبستانی صورت گرفت. روش پژوهش آزمایشی بوده و از طرح پیش‌آزمون و پس‌آزمون با گروه کنترل استفاده شد. جامعه آماری پژوهش شامل کلیه کودکان پیشدبستانی در شهر نورآباد در سال 1402-1401 بود. به‌منظور انجام این پژوهش دو کلاس کودکان پیشدبستانی( یک کلاس با 24 کودک در گروه آزمایش و کلاس دیگر با 21 کودک در گروه کنترل) با استفاده از روش نمونه‌گیری تصادفی انتخاب شد. ابزار مورد استفاده در این پژوهش مقیاس یکپارچگی اخلاقی کودکان (CMIS) بود. پس از ترجمه نسخه اصلی ابزار، روایی صوری مقیاس توسط متخصصان حوزه آموزش و حوزه آموزش اخلاق تأیید گردید و پایایی آن به روش آلفای کرونباخ (82/0a=) محاسبه شد. داده‌های به دست آمده با روش آماری تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفت. نتایج پژوهش نشان داد که میانگین متغیر یکپارچگی اخلاقی کودکان پیشدبستانی و زیر مقیاس‌های همدلی، احترام و شجاعت بیشتر از گروه کنترل بود اما در میانگین زیر مقیاس صداقت، تفاوت معنی‌داری بین دو گروه آزمایش و کنترل وجود نداشت (05/0>p)؛ بنابراین میتوان قصهگویی را به‌عنوان یک روش تدریس مؤثر در آموزش ارزشهای اخلاقی و یکپارچگی اخلاقی کودکان پیشدبستانی در نظر گرفت.

https://fabak.ihcs.ac.ir/article_9852_c8be3be0fc661008ffa807e59f723b68.pdf

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 16 2 2026 01 21 Effect of Scientific Buster Teaching Method on Metacognitive Skills of Elementary School Students تأثیر روش تدریس افسانه‎زدایی علمی بر مهارت‎های فراشناختی دانش‎آموزان دوره ابتدایی 23 56 10070 10.30465/fabak.2026.10070 FA رحیم بدری گرگری استاد روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران کیومرث تقی پور دانشیار تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران رویا عبدی دانشجوی کارشناسی ارشد روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران Journal Article 2024 01 05 The purpose of the present study is to determine the effect of scientific psych buster teaching on the metacognitive skills of primary school students. This research was conducted with a semi-experimental method of pre-test-post-test design with a control group. The statistical population included all primary school students of Oskou city in East Azarbaijan province in the academic year of 2021-2022. A sample of 48 people was selected by Convenience Sampling method. O'Neill and Abedi's (1996) State Metacognition Questionnaire (SMI) was completed by both groups as a pre-test. The teaching method of scientific buster in Persian lessons was implemented for 8 training sessions of 30 minutes each. Data analysis was done by single-variable covariance analysis with the help of SPSS-24 software. Data analysis based on covariance analysis showed that the scientific demystification teaching method has a significant effect on metacognitive skill (P<0.001). Also, the effectiveness of the scientific demystification teaching method on the components of metacognitive awareness, cognitive strategies, planning and self-evaluation (metacognitive) was also confirmed (P<0.001). Considering the effectiveness of scientific demystification in increasing metacognitive skills, its implementation was recommended as one of the problem-based learning approaches in schools. Keywords: Scientific psych buster teaching method, metacognitive skill, awareness, cognitive strategy, planning. Introduction Identifying factors affecting learning in order to improve students' academic performance is one of the basic goals of educational research (Karimi Amoghain, et al. 2015) and one of the factors affecting students' academic success that has received attention from researchers is metacognitive skills (Golestan Jahromi & Golestan Jahromi, 2018). Students who use metacognitive skills such as planning, self-monitoring, and self-observation in their learning activities achieve more learning goals (Tsamago & Bayaga, 2023). Metacognitive skills, in a comprehensive category, include four dimensions of metacognitive awareness, cognitive strategies, planning, and self-review (O’Neil & Abedi, 1996). Metacognitive awareness is defined as the process of how one learns, how one uses available information to achieve a goal, the ability to judge cognitive processes in a particular task, and how one uses strategies to achieve goals. Cognitive strategies are strategies that help an individual prepare new information for integration with previous information and experiences and storage in long-term memory. Planning is setting a goal for learning, anticipating the time needed to study, determining the appropriate pace of study, analyzing how to approach the learning topic, and selecting learning strategies. Finally, self-evaluation is the learner's evaluation of his or her own work to become aware of how he or she is progressing and to monitor and guide it (O’Neil & Abedi, 1996). One of the reasons for the lack of development of students' metacognitive skills is the lack of a suitable learning environment (Geduld, 2019). One of the group investigation methods that can be effective in developing metacognitive skills is the scientific buster teaching method (Blessing & Blessing, 2010). Despite the attractive impact of the scientific myth-busting teaching method as a learning activity in textbook writing and a method in teaching concepts in elementary education courses, it can be safely said that no research has been conducted in Iran to examine the effectiveness of scientific myth-busting on metacognitive skills. Materials and Methods The present study is an applied research in terms of its purpose. Given that it was not possible to fully control the variables affecting the research, it was conducted in a semi-experimental manner with a pre-test-post-test design with a control group. The statistical population of the present study was all elementary school students in Osku County, East Azerbaijan Province, who were studying in the academic year 1400-1401. A non-random sampling method was used to select the sample. Two schools were selected from Osku County, and one third grade elementary student was selected from each school. The total number of students in the two groups was 48 (24 in the experimental group and 24 in the control group). The data collection tool was the State Metacognitive Inventory. This test has 20 items and four subscales, and the subject must indicate the extent to which he or she agrees or disagrees with each statement on a four-point Likert scale (from not at all = 1 to very much = 4). In order to confirm the validity, the questionnaire, along with the study hypotheses, was reviewed by 10 professors and experts from the University of Tabriz in the field of the present study and was finally approved. In order to examine and confirm the reliability, the questionnaire was first administered randomly among 30 students and its reliability was measured using Cronbach's alpha coefficient, and its value was calculated to be 0.891. The implementation of the scientific myth-busting intervention, consisting of 8 sessions (each session 30 minutes), was considered for teaching Persian. The content of the lessons in these sessions was generally familiarization with the section on recognizing superstitious and folk proverbs common in the Osku region. To ensure the validity of the content of the educational package, the expert judgment method was used and the content validity ratio index was calculated. The value obtained for all sessions was more than 0.62, indicating confirmation of the validity of the educational intervention. Data analysis was performed using descriptive and inferential statistical methods, and the software used to analyze the findings was SPSS-24. Discussion & Result The findings of the study based on the results of the analysis of covariance showed that there is a difference between the two experimental and control groups in terms of metacognitive awareness, cognitive strategies, planning and self-evaluation; therefore, the scientific myth-busting teaching method has a significant effect on the metacognitive skills of elementary school students. In explaining the findings, it can be said that the knowledgeable person is a problem solver and interacts with the environment in testing hypotheses, developing generalizations and engaging in learning to reach solutions (Bruner, 1960). What happens in the scientific myth-busting teaching method is the induction of self-directed learning. At this stage, students' prior knowledge is activated and ideas are generated that require further learning. The scientific myth-busting learning space, as a socially self-regulated learning environment, actively guides students' learning experiences in a variety of ways (Badri Gargari & Ganaatpishe, 2015). They benefit from appropriate monitoring strategies and, whenever necessary, change the learning strategies used in response to their needs, task characteristics, and environmental conditions, which leads to creativity, learning management, enthusiasm for academic tasks, and improved classroom performance (Li & Yuan, 2022). The goal of users of the scientific demystification teaching method is to achieve a goal beyond carrying out the strategy, such as understanding a text, learning material for later recall, making connections, and finding answers to problems. The strategies of the scientific demystification teaching method are carried out by processing information in order to create a mental connection between the material to be learned with existing knowledge or to increase understanding and comprehension by changing the way of looking at the material in relation to other things (Heydari Raziabad & Abdollahi, 2019). Conclusion The scientific buster teaching method enables the process of maximizing learners' learning through setting learning goals, planning, increasing effort to achieve the desired goal, the ability to ask for help from others when needed, and the readiness for continuous monitoring and evaluation. هدف پژوهش حاضر تعیین تأثیر تدریس افسانه‎زدایی علمی بر مهارت‎های فراشناختی دانش‌آموزان مقطع ابتدایی بود. این پژوهش با روش نیمه آزمایشی از نوع طرح پیش‌آزمون-پس‌آزمون با گروه گواه انجام پذیرفت. جامعه آماری شامل کلیۀ دانش‌آموزان مقطع ابتدایی شهرستان اسکو در استان استان آذربایجان شرقی در سال تحصیلی 1401-1400 بود. نمونه‎ای به حجم 48 نفر به روش نمونه‎گیری در دسترس انتخاب شدند. پرسشنامه فراشناخت حالتی دانش‌آموزان (SMI) اونیل و عابدی (1996) به‌عنوان پیش‌آزمون توسط هر دو گروه تکمیل شد. روش تدریس افسانه‎زدایی علمی در درس فارسی به مدت 8 جلسه آموزشی هر یک 30 دقیقه اجرا شد. تجزیه و تحلیل داده‎ها به روش تحلیل کوواریانس تک متغیری با رعایت پیش‎فرض‎ها به کمک نرم‌افزار SPSS-24 انجام شد. تحلیل داده‎ها بر اساس تحلیل کوواریانس نشان داد، روش تدریس افسانه‎زدایی علمی بر مهارت فراشناختی تأثیر معنی‎دار دارد (001/0>P). همچنین اثربخشی روش تدریس افسانه‎زدایی علمی بر مؤلفه‌های آگاهی فراشناختی، راهبردهای شناختی، برنامه‌ریزی و بررسی خود (فراشناختی) نیز مورد تأیید قرار گرفت (001/0>P). با توجه به اثربخشی افسانه‎زدایی علمی در افزایش مهارت فراشناختی اجرای آن به‌عنوان یکی از رویکردهای روش یادگیری مبتنی بر مسئله در مدارس توصیه گردید.

https://fabak.ihcs.ac.ir/article_10070_1aab7baa714e14868fe9eac65fcbd315.pdf

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 16 2 2026 01 21 The Necessities of Ontological Thought in Philosophy Program for Children in Heidegger’s Opinion بایسته‌های تفکر هستی‌شناسانه در برنامة فلسفه برای کودکان از منظر هایدگر 57 86 10327 10.30465/fabak.2026.10327 FA فریده بهرامی دانشجوی دکتری فلسفه تعلیم و تربیت، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران. محمدرضا شمشیری دانشیار فلسفه و کلام اسلامی، واحد اصفهان(خوراسگان)،دانشگاه ازاد اسلامی ، اصفهان، ایران. 0000-0003-0348-0794 جهانبخش رحمانی دانشیار برنامه ریزی درسی، واحداصفهان(خوراسگان)،دانشگاه آزاداسلامی، اصفهان، ایران Journal Article 2023 12 31 Heidegger's philosophy is considered one of the most influential contemporary philosophies. To understand this influence, one can look at the fields of knowledge in the twentieth century to reveal its footprint in phenomenology, psychiatry, art, and technology. With its question of Being, this philosophy is also meaningful in education, especially in the P4C program. Although one of the fundamental values of P4C, as an education that involves children in philosophical inquiry, is attention to thinking, reflection on Heidegger's ontological thinking has been neglected. Answering the question of how Heidegger's views provide an opportunity for ontological thinking in P4C is the most crucial goal the present research pursues. The research methodology is descriptive-analytical. Therefore, the fundamental role of the question of Being in being-in-the-world, everydayness, being-with-others, and care and solicitude of Dasein were extracted and described from Heidegger's works, especially Being and Time, using the library method. Then, by analyzing these foundations in the Philosophy for Children program, we tried to achieve a new understanding of children's philosophical thinking. The findings showed that P4C can open up a possibility for children's question of Being so that they do not fall into the existential aspect of being-with-others and do not surrender to everydayness. Rather, in everyday caring situations, their choices are accompanied by ontological thinking. Keywords: Being, Heidegger, P4C, Being-In-The-World, Being-With-Others, Care. 1. Introduction The Philosophy for Children (P4C) program, as an innovative educational approach, aims to cultivate critical, creative, and caring thinking in children. Within this context, Heidegger’s ontological thought—with its emphasis on the “question of being,” “being-in-the-world,” and “possibilities of existence”—offers a new conceptual framework that can deepen the goals of this program. Heidegger introduces the human as Dasein, a being fundamentally related to Being itself, thereby opening up possibilities for children to authentically engage with themselves, others, and the world. This study seeks to explore how Heideggerian thought can contribute to P4C by fostering a more existential and foundational mode of thinking in children. 2. Materials & Methods This study is theoretical and foundational in nature and follows a descriptive-analytical method. It begins by extracting core Heideggerian concepts—particularly from Being and Time—such as the “question of Being,” “truth as aletheia (unconcealment),” “being-in-the-world,” “being-with-others,” and “care (Sorge).” These concepts are then analyzed in the context of the P4C program to evaluate their pedagogical implications. Primary Heideggerian texts, along with contemporary interpretations and commentaries, form the basis of the research. 3. Discussion & Result The analysis reveals that Heidegger’s ontological concepts can enrich philosophical education for children. The question of Being, considered by Heidegger as the fundamental inquiry of philosophy, allows children to understand their identity not as a set of fixed definitions but through their relationship to existential possibilities. The concept of being-in-the-world directs children’s awareness toward their embeddedness in a world of relations, where understanding of self, others, and objects arises only through engagement. Being-with-others emphasizes the social and intersubjective dimensions of existence. Heidegger warns that the everyday dominance of the impersonal “they” (das Man) leads Dasein to fall into chatter, idle curiosity, and ambiguity—three inauthentic modes that compromise genuine thinking. Conversely, care and solicitude (Fürsorge) highlight the possibility of cultivating children who are not only concerned with their own being but also with the being of others. Such children, when supported through ontological reflection, can engage in responsible and mindful relations with the world. 4. Conclusion The P4C program, when enriched with ontological reflection, moves beyond formal logic and argumentation to engage children in authentic, transformative thinking. Heidegger’s view of the child as Dasein—an entity open to possibilities—emphasizes the importance of existential agency and the refusal to passively inherit the thought patterns of “the they.” The findings of this study suggest that incorporating Heidegger’s philosophy into P4C fosters a dynamic identity formation process, where children interpret themselves, others, and the world in an ongoing, evolving dialogue. Truth, from a Heideggerian standpoint, is not the logical correspondence between thought and reality but rather the unconcealment of beings. This reinterpretation can liberate children from restrictive cognitive models and allow them to explore Being through wonder, questioning, and dialogue. The program can thus transform into a space for ontological awakening—where the child not only asks “what is true?” but “how is truth revealed to me through my existence?” Ultimately, the incorporation of care, solicitude, and being-with into P4C ensures that children are empowered to relate responsibly to their world and to others, while developing a reflective awareness of their unique possibilities for being. فلسفة هایدگر، از تاثیرگذارترین فلسفه‌های معاصر انگاشته می‌شود. برای دریافت این تاثیر می‌توان به حوزه‌های معرفتی قرن بیستم نگاهی افکند تا ردپای ‌آن‌ در گستره‌های پدیدارشناسی، روان‌پزشکی، هنر و تکنولوژی آشکار گردد. این فلسفه با پرسش هستی در حوزه‌های تعلیم‌وتربیت به‌ویژه برنامة فبک نیز پرمعناست. گرچه یکی از ارزش‌های بنیادین فبک به‌عنوان آموزشی که کودکان را در کاوش‌گری فلسفی سهیم می‌کند توجه به تفکر است، تاٌمل به تفکر هستی‌شناسانة هایدگر در آن مغفول مانده است. پاسخ به این سوال که چگونه آراءِ هایدگر، امکانی برای تفکر هستی‌شناسانه در فبک فراهم می‌آورد مهم‌ترین هدفی است که پژوهش حاضر دنبال می‌کند. روش‌شناسی پژوهش، توصیفی_تحلیلی است. از این‌رو، ابتدا نقش بنیادین پرسش هستی، حقیقت، در_جهان_هستن، هرروزگیِ_هستنِ_با_دیگران و پروا و دگرپرواییِ دا_زاین از آثار هایدگر به‌ویژه هستی‌‌وزمان با روش کتابخانه‌ای استخراج و توصیف گردید. سپس با تحلیل و واکاوی این مبانی در برنامة فلسفه برای کودکان، سعی در رسیدن به فهمی نو در تفکر فلسفی کودکان شد. یافته‌ها نشان داد فبک می‌تواند امکانی برای پرسش هستی کودکان بگشاید که در وجه اگزیستانسِ با دیگران_هستنْ سقوط نکنند و تسلیم هرروزگی نگردند. بلکه در وضعیتِ هرروزگی، پروامندانه گزینش‌های آنان با تفکر هستی‌شناسانه همراه باشد.

https://fabak.ihcs.ac.ir/article_10327_acb3a881c7ce9abcae0ce8c99c86a906.pdf

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 16 2 2026 01 21 Prioritizing the main components of the Indigenous model of the preschool curriculum with an emphasis on life skills with the OPA approach اولویت‌بندی مولفه‌های اصلی الگوی بومی برنامه درسی دوره پیش‌دبستانی با تأکید بر مهارت‌‌های زندگی با رویکرد OPA 87 118 10236 10.30465/fabak.2026.10236 FA هاجر چیستان دانشجوی دکتری برنامه ریزی درسی، گروه علوم تربیتی، واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران. فرزانه واصفیان استادیار برنامه ریزی درسی، گروه علوم تربیتی، واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران عالمه کیخا دانشیار مدیریت آموزشی، دانشکده اقتصاد و امور اداری، دانشگاه سیستان و بلوچستان، زاهدان، ایران Journal Article 2024 08 12 The present study aimed to prioritize the main components of the indigenous model of the preschool curriculum with an emphasis on life skills (Chistani, Alemiyan, and Kaykha, 2013). For this purpose, the opinions of 15 experts in the field of curriculum model were used, including "university professors in the field of curriculum, psychology (11 people) and preschool experts and managers (4 people)". To prioritize the main components of the indigenous model of the preschool curriculum with an emphasis on life skills, the OPA technique (Lingo software) was used. The data collection tool in this section is a nine-question researcher-made questionnaire. Accordingly, first, the degree of expertise of the experts was determined based on two indicators of educational qualification and service experience; then, the experts determined the priority of each of the main components of the model by assigning numbers from one to nine. Next, a linear programming model was written in the Lingo software. Based on the results of prioritizing the main components of the proposed model, the following components were assigned ranks one to nine: "emotional management (0.100), physical health (0.071), self-awareness (0.083), citizenship rights education (0.034), critical thinking (0.029), problem-solving skills (0.222), decision-making skills (0.272), creative thinking (0.019), communication skills and effective communication (0.172)", respectively. Keywords: Prioritizing components, curriculum model, life skills, preschool, OPA technique Introduction The education system is one of the most complex and important social institutions of any country that plays a significant role in the growth and development of societies. The effectiveness of this system is, on the one hand, transforming talented people into healthy, well-developed, balanced, and developed people, and on the other hand, providing suitable human resources for various social, economic, and cultural sectors. The prerequisite for achieving these goals in society is providing correct and principled education and training and precise planning for it. Therefore, paying attention to the necessity of correct education and training of children as the future builders of society seems obvious. Preschool education and training, as the first stage of formal education, provide a suitable platform for the growth and development of children's personalities. Since the first foundations of personality development are laid in the early years of a child's life, recognizing the child's biological, mental, emotional, and social characteristics and needs by parents and educators and choosing the best methods to best meet those needs are considered to be among the most important factors in the development of a child's personality at these ages, and it is important and necessary to pay attention to them. The growth and development of children during this period lay the foundation for their success and progress in higher educational levels of life, and subsequently, the development of society also requires developed and skilled individuals. In this regard, the attention of education and training officials to preschool centers and the growth and development of children's all-round personalities at this stage is considered necessary and important, because ignoring the issues and problems of the preschool period and the lack of useful and effective planning with the interests and needs of children at this age will have destructive effects on the health and personality of children. Children's desirable personality development will not be possible without paying attention to the fundamental principle of their logical education. Therefore, in this study, the researcher seeks to determine to what extent preschool curricula pay attention to life skills. Materials and Methods This research is classified as exploratory mixed research in terms of nature. The participants of this study in the qualitative part are experts in the field of curriculum models in preschool. For this purpose, in this phase of the research, the opinions of 15 experts including "university professors in the field of curriculum, psychology, and preschool experts and managers" were used. The method of selecting the above-mentioned experts was purposeful and judgmental, such that the criteria for selecting individuals included ten years of executive experience, successful entrepreneurial experience (reason for selection: people who have had experience in establishing prominent preschools) or management in the field of preschool and conducting related research in the field of curriculum model in preschool. In the qualitative part, interviews were conducted with a theoretical saturation index and continued until the theoretical saturation index was reached in the 15th interview, and finally, the sample was determined, which was done using purposeful judgment sampling (snowball). The 9 main components of the model were prioritized using the OPA technique (Lingo software). For this purpose, experts were prioritized based on their work experience and level of education, then the experts determined the rank of the components individually; after that, linear programming code was written in the Lingo software based on the rank of each expert and the rank determined for the 9 components mentioned by each expert; based on the Lingo output, the weight of each expert, the weight of each component was determined separately according to the opinions of the experts, and the final weight of these factors. Accordingly, according to the experts participating in the study, two indicators of educational qualification (the lowest and highest points earned in this index are 10 and 60 points, respectively) and service experience (the lowest and highest points earned in this section are 20 and 40 points, respectively) were determined to determine the degree of expertise of the individuals. Based on the points earned, the experts were placed in 4 categories of expertise: "A (if they earned points between 71 and 100), B (if they earned points between 51 and 70), and C (if they earned points between 30 and 50). Discussion & Result Based on the results of prioritizing the main components of the proposed model, the components of emotion management (0.100), physical health (0.071), self-awareness (0.083), citizenship rights education (0.034), critical thinking (0.029), problem-solving skills (0.222), decision-making skills (0.272), creative thinking (0.019), and communication skills and effective communication (0.172) were assigned ranks one to nine, respectively. Conclusion: In conclusion, prioritizing the main components of the Indigenous model of the preschool curriculum with an emphasis on life skills underscores the importance of culturally responsive and holistic early childhood education. By centering life skills, this approach not only supports the cognitive, emotional, and social development of children but also ensures the integration of Indigenous knowledge, values, and traditions into the learning process. Such a curriculum fosters resilience, self-sufficiency, and a strong cultural identity among young learners, preparing them to navigate both their Indigenous heritage and the broader societal context. Ultimately, this model promotes educational equity, sustainability, and the empowerment of Indigenous communities, while laying a strong foundation for lifelong learning and well-being. مطالعه حاضر با هدف اولویت‌بندی مولفه‌های اصلی الگوی بومی برنامه درسی دوره پیش‌دبستانی با تأکید بر مهارت‌‌های زندگی (چیستان، واصفیان و کیخا، 1402) صورت پذیرفته است. بدین منظور از نظرات 15 نفر از خبرگان حوزه برنامه درسی شامل " اساتید دانشگاه در حوزه برنامه درسی‌، روانشناسی (11 نفر) و کارشناسان و مدیران پیش‌دبستانی (4 نفر) " استفاده شد. جهت اولویت‌بندی مولفه‌های اصلی الگوی بومی برنامه درسی دوره پیش‌دبستانی با تأکید بر مهارت‌‌های زندگی ارائه شده از تکنیک OPA (نرم‌افزار لینگو) استفاده شد. ابزار گردآوری داده ها در این بخش، پرسشنامه محقق ساخته نه سوالی بود. بر این اساس ابتدا درجه خبرگی خبرگان بر اساس دو شاخص مدرک تحصیلی و سابقه خدمت، تعیین گردید؛ سپس خبرگان با اختصاص اعداد یک تا نه، اولویت هر یک از مولفه های اصلی مدل را مشخص نمودند. در ادامه مدل برنامه ریزی خطی در نرم افزار لینگو نوشته شد. بر اساس نتایج اولویت‌بندی مولفه‌‌های اصلی الگوی پیشنهادی مولفه مدیریت احساسات(100/0) بهداشت جسمی‌(071/0)، خود آگاهی(083/0)، آموزش حقوق شهروندی(034/0)، تفکر انتقادی(029/0)، مهارت حل مساله(222/0)، مهارت تصمیم‌گیری(272/0)، تفکر خلاق(019/0) و مهارت ارتباطی و ارتباط موثر(172/0) " به ترتیب رتبه‌‌های یک تا نه را به خود اختصاص دادند.

https://fabak.ihcs.ac.ir/article_10236_0b32f1a9efe5edf3dd2f38b0c0052bfe.pdf

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 16 2 2026 01 21 The effect of Deliberate Practice gamified on learning mathematical concepts in Preschool among 5- to 7-year-old children تاثیر تمرین سنجیده بازی وار شده بر یادگیری مفاهیم ریاضی در بین کودکان پیش دبستانی5 تا 7 سال 119 142 10329 10.30465/fabak.2026.10329 FA ناهید رستمی کارشناسی ارشد تکنولوژی آموزشی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران مریم پورجمشیدی دانشیار تکنولوژی آموزشی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران 0000-0002-2296-1836 Journal Article 2024 07 23 The research method was semi-experimental, employing a pre-test-post-test design with a control group. The target statistical population included all children aged 5 to 7 years in Shahrood City. The sample size consisted of 30 children aged 5 to 7 years, selected using a random cluster sampling method and randomly divided into two groups of 15: experimental and control. The researcher's learning test, which contained 30 questions, was the tool used for data collection. The validity of this test was confirmed through content validity by two experts in the field of education and two experienced preschool teachers. Additionally, the reliability of the test was assessed using Cronbach's alpha, with a value estimated at 0.80. To analyze the research hypotheses, the analysis of covariance statistical test was conducted using SPSS version 20 software. Prior to the intervention, consent was obtained from the teachers, and the program was implemented over 16 sessions. The findings indicated that gamified deliberate practice positively affects the learning of mathematical concepts among preschool children aged 5 to 7 years in Shahrood City (p < 0.05). Based on the results of this research, it is recommended to use a deliberate practice strategy to enhance the learning of mathematical concepts in preschool centers for children aged 5 to 7 years. Furthermore, preschool teachers should receive the necessary training to effectively implement deliberate practice. Keywords: Child, Deliberate practice, Math, Preschoolers, practice Introduction Preschool is a crucial developmental stage for children, significantly impacting their future growth and education (Evtimov & Petrović, 2021). Mathematics, in particular, is one of the foundational skills that preschoolers begin to develop and that continue to influence their educational journeys. Mastery of mathematical concepts at this early age is vital, as it enhances children's cognitive abilities and equips them to think logically, strategically, creatively, and critically (Stozharova, 2024). Many math skills are developed in the preschool years, and children's early experiences with math form the foundation for math learning. However, many preschoolers often face challenges, particularly in distinguishing between addition and subtraction. This confusion is serious—it can lead to difficulties in daily life (Peng et al., 2020) and markedly affect academic performance in elementary school. A widely accepted belief in educational circles is that learning mathematics necessitates practice, which allows students to engage in problem-solving and manage cognitive demands when faced with more complex tasks. One intervention method proposed for enhancing learning in this area is "deliberate practice" which consists of targeted, goal-oriented activities aimed at improving specific skills. This structured form of practice is meticulously planned, enabling learners to assimilate information effectively and practice frequently (Williams & Hodges, 2019). Overall and based on what has been stated, it can be said that research on the role and impact of deliberate practice is not extensive, and most studies have focused on procedural skills, with fewer examinations of conceptual skills. Given the limited research regarding the efficacy of deliberate practice, especially for children under 7 years old, this study aimed to explore its impact on preschool children's mathematical understanding, specifically among those aged 5 to 7 years. Materials & Methods This study used a semi-experimental method with a control group. The population consisted of all 5-7-year-old male and female preschool students in Shahrood city. The sample included 30 students (15 boys and 15 girls), with an average age of 5-7 years, selected through random cluster sampling and randomly assigned to control and experimental groups. Inclusion criteria were being aged 5-7 and not having a math or other disorders. The exclusion criterion was missing more than one session during the study. The data collection tool was a researcher-made test designed to measure understanding of single-digit number concepts (6 questions), number reduction (6 questions), number increase (6 questions), categorization (6 questions), and pattern recognition (6 questions). The test's validity was confirmed through content validity, and its reliability was verified using Cronbach's alpha, which was 0.80. The experimental group participated in eight weeks of training, with two 45-minute sessions each week using the deliberate practice, while the control group engaged in regular exercises. Data were analyzed using descriptive statistics (frequency, mean, percentage) and inferential statistics, specifically covariance analysis, using SPSS version 20. Discussion & result The findings showed that the mean scores of the experimental group in the post-test and follow-up were higher than those of the control group. The results from covariance analysis indicated that deliberate practice had a significant and positive effect on preschool children's understanding of single-digit numbers (F=75.12, df=1/27, p<0.05), number reduction (F=70.08, df=1/27, p<0.05), number increase (F=71.44, df=1/27, p<0.05), categorization based on multiple features (F=84.18, df=1/27, p<0.05), and pattern recognition (F=76.21, df=1/27, p<0.05). These findings align with the research of McMullen et al. (2023), Balan & Sjöwall (2023), Cameron et al. (2019), Simanowski & Krajewski (2019), Brinums et al. (2017), Lehtinen et al. (2017), Clarke et al. (2016), and Mononen et al. (2014). The results suggest that children's capacity to focus on mathematical concepts through tasks that regulate procedural skills and working memory development plays a crucial role. Such deliberate practice, characterized by features like continuity and meaningful feedback, helps children develop problem-solving skills and handle more complex mathematical ideas. As the difficulty in practice gradually increases, children gain confidence and perseverance, facilitating learning. Moreover, the structure of deliberate practice helps orient learners’ minds toward the subject and enhances working memory capacity (MeinZ & Hambrick, 2010). Studies also indicate that structured exercises positively impact mathematical performance when consistently applied (SpitzeR, 2021). Through deliberate practice, children's cognitive development, including mathematical ability, improves. Unlike mechanical or repetitive drill, deliberate practice involves significant thinking, problem-solving, and reflection to analyze and conceptualize skills (Lehtinen et al., 2017). This type of practice fosters a deep understanding of the subject and shares many traits with self-directed learning. Additionally, because deliberate practice is teacher-led (Ericsson, 2020), this aspect further contributes to its effectiveness in enhancing children's performance in learning mathematical concepts. Conclusion It was found that deliberate practice positively influences children's ability to learn mathematical concepts among 5- to 7-year-olds. Based on the results of this study, teachers and educators are recommended to incorporate deliberate practice into preschool programs to ensure the development of essential basic mathematics skills. Integrating this approach into math assignments can help facilitate children's understanding and comprehension of mathematical concepts. By enabling children to succeed in learning fundamental math skills, this method also lays the foundation for fostering a positive mindset towards mathematics. این پژوهش با هدف بررسی تأثیر تمرین سنجیده بازی وار شده بر یادگیری مفاهیم ریاضی در بین کودکان ‌پیش‌دبستانی 5 تا 7 انجام شد. روش پژوهش نیمه آزمایشی با طرح پیش‌آزمون - پس‌آزمو همراه با گروه کنترل بود. جامعه آماری شامل کلیه کودکان 5-7 سال دوره ‌پیش‌دبستانی شهر شاهرود بود. حجم نمونه 30 نفر از کودکان 5 تا7 سال دوره پیش دبستانی بود که به‌ روش نمونه‌گیری خوشه‌ای تصادفی انتخاب شدند. از آزمون یادگیری محقق ساخته برای ‌جمع‌آوری اطلاعات استفاده شد که روایی آن از طریق روایی محتوایی و پایایی نیز با استفاده از آلفای کرونباخ 80/0 برآورد گردید. تحلیل داده‌ها از طریق آزمون تحلیل کوواریانس انجام شد. یافته‌ها نشان داد، تمرین سنجیده بازی وار شده بر یادگیری مفاهیم ریاضی دوره‌ی پیش دبستان شامل مفهوم عدد، افزایش و کاهش، دسته بندی بر اساس چند ویژگی و الگویابی در بین کودکان 5 تا 7 سال تأثیر دارد و باعث افزایش یادگیری مفاهیم ریاضی آنها شده است (05/0

https://fabak.ihcs.ac.ir/article_10329_ce128c3e8f0c0ae4b3e843dc7cbab0f7.pdf

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 16 2 2026 01 21 Comparing the effects of positive parenting and emotional coaching on mothers' psychological well-being and parenting stress مقایسه تأثیر فرزندپروری مثبت و مربی‌گری هیجانی بر بهزیستی روان‌شناختی و استرس والدگری مادران 143 178 10394 10.30465/fabak.2026.10394 FA فهیمه صادقی زمانی دانشجوی دکتری روانشناسی تربیتی، دانشگاه خوارزمی، دانشکده روانشناسی و علوم تربیتی، تهران، ایران. هادی کرامتی دانشیار گروه روانشناسی تربیتی، دانشگاه خوارزمی، تهران، ایران 0000-0003-1716-0265 حمیدرضا حسن آبادی دانشیار گروه روانشناسی تربیتی، دانشگاه خوارزمی، تهران، ایران کیانوش زهراکار استاد گروه مشاوره، دانشگاه خوارزمی، تهران، ایران . هادی هاشمی رزینی استادیار گروه روانشناسی، دانشگاه خوارزمی، تهران، ایران. Journal Article 2025 05 10 Abstract: With the aim of comparing the effects of positive parenting and emotional coaching on psychological well-being and parenting stress among mothers of 7–12-year-old children with intellectual disabilities in Tehran during the 2023–2024 academic year, this quasi-experimental study was conducted. Eighteen mothers were recruited via convenience sampling from exceptional girls’ schools and randomly assigned to two groups. One group participated in eight weekly 90-minute sessions of a positive parenting program grounded in the social learning model, while the other received an emotional coaching program based on the trans-emotional philosophy. Psychological well-being (Ryff, 2004) and parenting stress (Abidin, 1995) were measured at pre-test, post-test, and one-month follow-up. The validity and reliability of the instruments and program content were confirmed. Mixed-design MANCOVA in SPSS-26 revealed that both interventions significantly enhanced psychological well-being (p = .048) and reduced parenting stress (p < .001), with positive parenting yielding greater improvements. These findings suggest that these interventions—particularly positive parenting or their integration—may be effectively employed to mitigate the psychological and emotional challenges experienced by these mothers. Keywords: intellectuall disability, Positive Parentin (Triple p), emotional coaching,parenting stress, psychology well-being. Introduction Parents, particularly mothers, play a pivotal role in children’s socio‑emotional development through modeling and ongoing instruction; however, their continuous caregiving responsibilities often exacerbate parenting stress and undermine their psychological well‑being. Children with intellectual disabilities, faced with learning and emotion‑regulation challenges, intensify maternal distress and thereby highlight the need for specialized parent‑training interventions. To mitigate parenting stress and enhance maternal psychological well‑being, parent‑training programs are designed to enrich parental knowledge, strengthen the parent–child bond, and improve children’s emotional and behavioral regulation. The “Positive Parenting Program,” grounded in Bandura’s social learning theory (1977), employs modeling, guided practice, and feedback to bolster parents’ self‑regulation and sense of mastery. In contrast, emotion coaching—derived from Gottman’s meta‑emotional philosophy (1996)—provides parents with a five‑step framework (emotion identification, validation and labeling, empathetic listening, problem‑solving support, and limit setting) to foster developmentally appropriate emotional responses in their children. Although empirical evidence supports the efficacy of both approaches in reducing emotional and behavioral difficulties and promoting positive parent–child interactions, findings remain inconclusive. To date, no study has directly compared the effects of these two methods on parenting stress and psychological well‑being among mothers of children with intellectual disabilities; the present study aims to fill this critical gap. Materials and Method This research was applied in purpose and semi-experimental in method, with a pre-test, post-test, and one-month follow-up design including two experimental groups. The statistical population consisted of all mothers of children with intellectual disabilities aged 7 to 12 years in Tehran during the 2023–2024 academic year. A sample of 18 mothers was selected by convenience sampling from a special education center assigned to two groups. The experimental groups received eight 90-minute sessions of either the Positive Parenting Program (Sanders et al., 2003) or the Tuning in to Kids program (Havighurst & Harley, 2007). Data collection tools included the Ryff Psychological Well-being Questionnaire (2002) and the Parenting Stress Index by Abidin (1995). The validity and reliability of the questionnaires and intervention programs were assessed and confirmed. Data analysis was performed using Mixed MANOVA with SPSS-26 software. Discussion & Result: This study demonstrated that both Positive Parenting and Emotion Coaching significantly enhanced psychological well-being and alleviated parenting stress among mothers of children with intellectual disabilities. Positive Parenting—grounded in behaviorist principles such as positive reinforcement, feedback provision, and practical modeling of desirable child behaviors—fortified parental structure and skill acquisition. Emotion Coaching—centered on empathic dialogue, emotion labeling, and emotional socialization—empowered mothers’ emotion-regulation capacities and strengthened family communication. It is recommended that future interventions integrate the behavioral and reinforcement-based strategies of Positive Parenting with the emotional support and skill-building components of Emotion Coaching and include simultaneous training for both parents to maximize maternal well-being and minimize parenting stress. Conclusion The present study demonstrated that both the Positive Parenting Program and Emotion Coaching significantly enhanced psychological well-being and reduced parenting stress among mothers of children with intellectual disabilities. Positive Parenting was particularly effective in strengthening parents’ sense of mastery and management skills, while Emotion Coaching had a greater impact on enhancing purpose in life and improving parent–child emotional interactions. Both approaches, operating through different mechanisms, can support mothers’ psychological functioning, and their combined application may yield greater benefits for families of children with intellectual disabilities. پژوهش حاضر با هدف مقایسه تأثیر فرزندپروری مثبت و مربیگری هیجانی بر بهزیستی و استرس والدگری مادران دارای کودکان ناتوان ذهنی به روش شبهآزمایشی اجرا شد. جامعه آماری مادران دارای کودکان ناتوان ذهنی 7 تا 12 ساله شهر تهران در سال تحصیلی 1402-1403 بود که با روش نمونه‌گیری در دسترس از مدارس دخترانه استثنایی تهران، 18 مادر انتخاب و در دو گروه آزمایشی با انتساب تصادفی، برنامههای آموزشی فرزندپروری مثبت براساس مدل یادگیری اجتماعی و مربیگری هیجانی مبتنی بر فلسفه فراهیجانی، در 8 هفته 90 دقیقهای دریافت کردند. گردآوری دادهها با پرسشنامههای بهزیستی روان‌شناختی ریف (2004) و استرس والدگری آبیدین (1995) در سه مرحله پیش آزمون-پس آزمون و پیگیری یک‌ماهه بود. روایی و پایایی پرسشنامه‌ها و روایی محتوایی برنامه‌های آموزشی مورد تأیید قرار گرفتند. روش تحلیل واریانس آمیخته با نرمافزار 26- spss نشان داد که دو روش آموزشی تفاوت معنی‌داری در افزایش بهزیستی روان‌شناختی ((p = .048 و کاهش استرس والدگری (p < .001) داشتند، اما فرزندپروری مثبت در بهبود بهزیستی روانشناختی و کاهش استرس والدگری مادران دارای کودکان ناتوان ذهنی مؤثرتر بود. این یافتهها نشان میدهند که برای کاهش مشکلات روانشناختی و عاطفی این مادران از این آموزشها بهویژه فرزندپروری مثبت و یا ادغام آنها میتوان استفاده کرد.

https://fabak.ihcs.ac.ir/article_10394_dcf531edc9b229acfe0f4b87e1e278dd.pdf

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 16 2 2026 01 21 Analysis of the Primary Schools Science Curriculum Based on the Components of Philosophy for Children تحلیل برنامه درسی علوم دوره ابتدایی مبتنی بر مولفه‌های برنامه فلسفه برای کودکان 179 204 10056 10.30465/fabak.2026.10056 FA عذرا صالحی کارشناس ارشد برنامه درسی، دانشگاه شهید باهنر کرمان، کرمان، ایران، اصغر سلطانی دانشیار برنامه درسی، دانشگاه شهید باهنر کرمان، کرمان، ایران 0000-0002-8856-0592 مراد یاری دهنوی دانشیار فلسفه تعلیم و تربیت، دانشگاه شهید باهنر کرمان، کرمان، ایران Journal Article 2023 11 06 The primary aim of this study was to analyze elementary school science textbooks through the lens of the components associated with philosophy for children. Employing a descriptive content analysis methodology, the research focused on a statistical population comprising science textbooks spanning grades one through six, with all available textbooks selected as samples for the investigation. The research instrument utilized was a researcher-developed checklist that incorporated various components of philosophy for children, including critical thinking, creative thinking, caring thinking, problem-solving skills, metacognitive awareness in science, scientific exploration, foundational thinking skills, efficient thinking, conversational abilities, encouragement of truth-seeking, engagement with phenomena, and careful observation. The content analysis was performed using both quantitative and qualitative analytical methods. The findings revealed that the components of philosophy for children were referenced 628 times across the examined textbooks. Notably, the highest frequency of references to these components was observed in the sixth grade (148 cases), followed by the fourth grade (132 cases), fifth grade (128 cases), second grade (87 cases), third grade (67 cases), and first grade (66 cases). Furthermore, the most frequently cited components included the exploration component (241 cases), conversational ability (103 cases), and core thinking skills (73 cases). In conclusion, these components were utilized to revise selected excerpts from empirical science textbooks, and a sample of the rewritten text along with its corresponding analysis was presented. Keywords: Philosophy for children, Curriculum, Experimental sciences, Content analysis, Elementary education. Introduction Philosophy has long been considered an intellectual activity requiring precise knowledge and complex cognitive skills. When considering philosophy’s relationship with childhood, three main tendencies emerge: the philosophy of childhood, teaching philosophy to children, and children philosophizing themselves. Philosophy for Children (P4C) is a global effort to recognize and encourage children’s philosophical abilities by creating spaces for them to engage in intellectual activities. Unlike typical university philosophy classes, P4C sessions focus on philosophical concepts, questions, and debates rather than mastering historical or contemporary arguments. The P4C approach, introduced by Matthew Lipman in the early 1970s, aims to develop critical thinking in students through guided philosophical conversations in the classroom. This method emphasizes collaboration over competitive debate. Influenced by pragmatists like Charles Sanders Peirce and John Dewey, Lipman believed that scientific inquiry should model the educational process. P4C has shown positive impacts on both students and teachers, enhancing critical thinking, teaching, and perceptions of students. Lipman was motivated to create P4C when he realized his children were not being taught reasoning skills at a young age, which he felt was crucial for their intellectual development. Materials and Methods The study analyzed elementary science textbooks using the philosophy for children’s components. It employed a descriptive content analysis method with a checklist. The study included all elementary science textbooks from first to sixth grade, analyzing text, questions, exercises, and images. The analysis focused on eleven components: critical thinking, creative thinking, caring thinking, problem-solving skills, metacognitive awareness in science, scientific exploration, foundational thinking skills, efficient thinking, conversational abilities, encouragement of truth-seeking, engagement with phenomena, and careful observation. The textbooks were studied for three months, and the components were counted and recorded in tables for each grade. The frequency and percentage of each component were determined and analyzed. The study used both quantitative and qualitative methods to compare and examine the textbooks. This method allows for a comprehensive comparison of basic science textbooks. Discussion & Result Teaching the philosophy for children aims to develop reasoning abilities and understanding of philosophy through skills like philosophical, scientific, moral, and social inquiry. This gradual program helps students organize complex thoughts, and enhance reasoning, critical thinking, creativity, and altruism. It focuses on exploring philosophical concepts, recognizing complexity, and appreciating differing views. The main goal is for students to learn to argue, listen, clarify, justify, and explain their thoughts, fostering participation, self-awareness, and decision-making. Education must nurture critical thinking, especially in elementary schools, to prepare students for advanced societies. Despite the recognized importance of philosophy in education, many students lack basic life skills like problem-solving and listening to opposing views. The results showed the attention given to each component in different grades, providing a basis for rewriting text samples. The study highlights the minimal presence of philosophy in elementary science textbooks and emphasizes the need to start philosophical education early to develop creative, responsible adults. The study analyzed the attention to philosophical thinking in elementary science textbooks, finding the highest focus in fourth to sixth grades and the least in first grade. This discrepancy suggests that higher grades, having learned fundamental concepts, show more complex philosophical thinking. The study calls for integrating philosophy into early education to cultivate informed, critical, and thoughtful future generations. Conclusion In a nutshell, teaching philosophy to children is essential for fostering critical thinking and reasoning skills from an early age. By integrating philosophical inquiry into elementary education, we can help students develop essential life skills such as problem-solving, listening, and understanding diverse perspectives. The findings of the study underscore the need for a more prominent inclusion of philosophical concepts in early curricula, particularly in science textbooks, to ensure that students are equipped with the tools necessary for navigating complex societal challenges. Ultimately, starting philosophical education early will cultivate informed, responsible, and creative individuals who are capable of contributing thoughtfully to their communities هدف اساسی پژوهش، تحلیل کتب علوم‌تجربی دورۀ ابتدایی بر اساس مؤلفه‌های برنامه فلسفه برای کودکان بود. روش پژوهش توصیفی از نوع تحلیل محتوا بود. جامعۀآماری شامل کتاب‌های علوم‌تجربی از پایه اول تا ششم بود و همه این کتب به‌عنوان نمونه انتخاب شد. ابزار پژوهش چک‌لیست محقق‌ساخته بود و شامل مؤلفه‌های برنامه‌فلسفه برای کودکان می‌شد. این مؤلفه‌ها، تفکرورزی انتقادی، تفکرورزی خلاق، تفکرورزی مراقبتی، دربرداشتن مؤلفه‌های حل مسئله، توجه به فراشناخت در علم‌ورزی، کاوشگری علمی، برخورداری از مهارت‌های هسته‌ای تفکر، تفکر کارآمد، قابلیت‌گفتگومندی، ترغیب به حقیقت‌جویی و دعوت به ارتباط با پدیده‌ها و مشاهدهگری دقیق بودند. از دو شیوه تحلیل کمی و کیفی برای تحلیل محتوا استفاده شد. یافته‌ها نشان داد که 628 مرتبه به مؤلفه‌های فلسفه برای کودکان اشاره شده است. بیشترین میزان توجه به مؤلفه‌های برنامه‌فلسفه برای کودکان به ترتیب مربوط به پایه ششم (148مورد)، پایه چهارم (132مورد)، پایه پنجم (128مورد)، پایه دوم (87 مورد)، پایه سوم (67مورد) و پایه اول (66 مورد) بود. همچنین بیشترین توجه به مؤلفه‌های برنامه‌فلسفه برای کودکان شامل مؤلفه کاوشگری (241 مورد)، مؤلفه قابلیت‌گفتگومندی (103 مورد) و مهارت‌های هسته‌ای تفکر (73 مورد) بود. در پایان، این مولفه‌ها برای بازنویسی بخش‌های منتخب کتب علوم‌تجربی استفاده شد و نمونه‌‌ای از متن بازنویسی‌شده و تحلیل آن ارائه گردید

https://fabak.ihcs.ac.ir/article_10056_b59c21a078fde074a6750e91ed19fb21.pdf

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 16 2 2026 01 21 Investigating the Effectiveness of Instruction Philosophy on the Development of Moral Judgment and social skills on Female Junior High School Students in the City of Ilam اثربخشی آموزش فلسفه بر قضاوت‌اخلاقی و مهارت‌های اجتماعی دانش آموزان دختر دوره اول متوسطه شهر ایلام 205 229 10335 10.30465/fabak.2026.10335 FA سجاد طاهرزاده قهفرخی استادیار روان‌شناسی تربیتی، موسسه آموزش عالی باختر ایلام، ایلام، ایران 0000-0003-3635-1307 تینا خالقی فریمانی دانشجوی دکتری روان‌شناسی، دانشگاه علامه طباطبایی،تهران،ایران. Journal Article 2023 07 07 The present study aimed to investigate the effectiveness of philosophy education on moral judgment and social skills among female middle school students. This research employed a quasi-experimental design with a pretest-posttest control group structure. The statistical population included all female middle school students in Ilam during the 2023–2024 academic year (N = 420). A sample of 30 students was selected through simple random sampling from two educational districts in Ilam. These students were randomly assigned to two groups: experimental group, which received the philosophy for children program, and control group, which received no specific training. To measure the variables, questionnaire Mattson’s social skills (1983) and Durgandasinha, Miravarma’s moral judgment questionnaire (1998) were utilized. Data were analyzed using multivariate analysis of covariance. The results indicated that philosophy education significantly improved moral reasoning (F=25.353, p<0.001) and social skills, including appropriate social behavior (F=37.017, p<0.001), inappropriate social behavior (F=84.883, p<0.001), assertiveness (F=15.075, p<0.001), and cooperation (F=85.939, p<0.001), in the experimental group compared to the control group. These findings suggest that the philosophy for children program is effective in enhancing students’ moral and social competencies. Keywords: Philosophy education, Moral judgment, Social skills, Middle school students, Ilam Introduction Education aims not only at the transmission of knowledge but also at fostering cognitive, emotional, and social development in learners. In recent years, the development of students’ thinking abilities has been prioritized, particularly through pedagogical approaches that emphasize reasoning, ethical reflection, and interpersonal understanding. However, the current educational practices in Iran often neglect the cultivation of philosophical thinking, which is crucial for fostering moral reasoning and social skills among adolescents. These skills are essential for forming healthy interpersonal relationships and adapting to complex social environments. "Philosophy for Children" (P4C), introduced by Matthew Lipman, aims to teach children how to think critically, reason ethically, and engage in democratic dialogue. Numerous studies have validated the effectiveness of this program in enhancing various cognitive and emotional capacities in youth. This study aims to assess whether P4C can significantly impact moral judgment and social skills in Iranian middle school girls, given the growing interest in student-centered, reflective learning. Materials & Methods This study employed a quasi-experimental design with a pretest-posttest control group. The research was conducted in the 2023–2024 academic year among 30 female students aged 11 to 14 from junior high schools in Ilam, selected using a multistage cluster random sampling method. The participants were divided into two groups: 15 in the experimental group and 15 in the control group. The experimental group underwent 11 weekly 50-minute sessions of philosophy instruction using translated philosophical storybooks by Philip Cam, tailored to the Iranian context. These sessions used inquiry-based learning through philosophical storytelling and group discussions, forming a community of inquiry. Standardized instruments were used for data collection: Matson’s Social Skills Scale (MESSY), assessing appropriate and inappropriate social behaviors, aggression, dominance, and peer relations; and the MJT, measuring ethical reasoning. Data were analyzed using multivariate and univariate ANCOVA to examine the impact of the intervention on post-test scores, controlling for pre-test differences. Discussion & Results The analysis showed statistically significant differences between the experimental and control groups in all measured dimensions. The experimental group demonstrated higher post-test scores in moral judgment and each component of social skills. Specifically, the P4C intervention significantly increased appropriate social behaviors (F = 84.883, p < .001), reduced antisocial behaviors (F = 63.017, p < .001), improved peer relationships (F = 85.369, p < .001), and lowered levels of aggression and dominance. In terms of moral judgment, the ANCOVA results confirmed a significant improvement in the experimental group (F = 35.353, p < .001). These results are consistent with prior studies by researchers such as Rahimi et al. (2022), Sheikhi et al. (2021), and Faraji et al. (2019), which reported positive effects of P4C on social and ethical development. The observed gains may be attributed to the philosophical inquiry process that encourages students to reflect, debate, and consider multiple viewpoints. Through participation in the sessions, students appeared to internalize values such as empathy, fairness, and collaborative dialogue. Moreover, the use of philosophical stories provided a realistic and relatable context for moral exploration and social learning. Conclusion This study supports the effectiveness of philosophy education in promoting moral judgment and social skills among adolescent girls. The structured P4C program encouraged students to engage in dialogue, respect different opinions, and think critically about ethical issues. These capabilities were translated into improved behavioral outcomes, such as reduced aggression and increased empathy and cooperation. The findings have implications for curriculum development, suggesting the integration of philosophical thinking and dialogue-based instruction into middle school programs. Furthermore, philosophy education appears to offer a sustainable approach to addressing behavioral and ethical challenges in schools by equipping students with the cognitive tools necessary for reflection and moral reasoning. It is recommended that similar programs be tested in other educational contexts and extended to male students to examine gender-based differences in outcomes. Despite some limitations such as a small sample size and reliance on self-report questionnaires, the study demonstrates that P4C can serve as a valuable component of holistic education in Iran’s schooling system. پژوهش حاضر با هدف بررسی اثربخشی آموزش فلسفه بر قضاوت‌اخلاقی و مهارت‌های اجتماعی دانش‌آموزان دختر متوسطه اول انجام شد. روش پژوهش نیمه‌آزمایشی با طرح پیش‌آزمون_پس‌آزمون با گروه کنترل بود. جامعه‌ی آماری کلیه دانش‌آموزان دختر متوسطه اول شهر ایلام در سال تحصیلی 1401-1400 بودند (4200N=). نمونه 30نفر از دانش‌آموزان بودند که به صورت نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب‌شدند. ابتدا از دو منطقه آموزش و پرورش شهر ایلام یک منطقه و از بین مدارس دخترانه متوسطه اول یک مدرسه و از بین دانش‌آموزان، 30 نفر به صورت تصادفی انتخاب و در دو گروه آزمایش و کنترل قرار گرفتند. گروه آزمایش 11جلسه تحت آموزش فلسفه قرارگرفتند و گروه کنترل هیچ آموزشی دریافت نکردند. برای اندازه‌گیری متغیرها‌ از پرسشنامه مهارت‌های‌اجتماعی ماتسون (1983) و پرسشنامه قضاوت دورگانداسینها و میراوارما (1998) استفاده شد. جهت تحلیل داده‌ها از کوواریانس چندمتغیره و یک‌متغیره استفاده‌شد. یافته‌ها نشان داد آموزش فلسفه بر بهبود قضاوت‌اخلاقی (353/35=F و 001/0=p) و مهارت‌های اجتماعی (مهارت‌های اجتماعی مناسب 883/84=F و 001/0=p، رفتارهای غیراجتماعی 017/63=F و 001/0=p، پرخاشگری 375/105=F و 001/0=p، برتری‌طلبی 073/38=F و 001/0=p و رابطه با همسالان 369/85=F و 001/0=p) مؤثر بوده‌است (05/0>p). نتیجه‌گیری می‌شود، از برنامه فلسفه می‌توان به‌منظور بهبود قضاوت‌اخلاقی و بالابردن مهارت‌های اجتماعی دانش‌آموزان به‌عنوان یک روش مداخله‌ای مؤثر استفاده کرد.

https://fabak.ihcs.ac.ir/article_10335_40f6e633518b32939156a842c93a84be.pdf

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 16 2 2026 01 21 A reflection on the potential of Einar Turkowski's picture book based on the components of the P4c program تأملی بر پتانسیل‌های کتاب‌ تصویری آینار تورکوفسکی بر مبنای مؤلفه‌های برنامۀ فبک 231 257 10216 10.30465/fabak.2026.10216 FA زهرا عبدالهی کارشناس ارشد رشتۀ تصویرسازی، گروه ارتباط تصویری و تصویرسازی، دانشکدۀ هنرهای تجسمی، دانشگاه هنر ایران، تهران، ایران 0009-0005-2073-0865 علی بوذری استادیار، گروه ارتباط تصویری و تصویرسازی، دانشکدۀ هنرهای تجسمی، دانشگاه هنر ایران، تهران، ایران حسین شیخ رضایی استادیار، موسسه پژوهشی حکمت و فلسفه ایران، گروه مطالعات علم، ایران، تهران Journal Article 2024 04 28 The Philosophy for Children (P4C) program aims to cultivate critical, creative, caring, and collaborative thinking to address children’s social and educational challenges. This study, instead of delving into the details of the P4C program, examines the question: What potential do Einar Turkowski’s picture books have for use in the P4C program? The findings reveal that Einar Turkowski’s works enhance thinking by creating an emotional experience intertwined with reasoning. These books align with epistemic, ethical, political, and aesthetic criteria, incorporating ambiguity, complexity, and playful elements that simultaneously engage the reader’s imagination and emotions. The semantic gaps between content and illustrations provide an opportunity for critical reflection and understanding new values and experiences. The presence of human and fantasy characters, open endings, and diverse aesthetic styles make these works suitable tools for immersing children in different characters, places, and times. These features invite readers to engage in dialectical dialogue, guiding them to contemplate concepts such as ethics, identity, and values. Therefore, Einar Turkowski’s picture books are valuable tools for advancing the objectives of P4C and fostering critical and creative thinking in children. Keywords: P4C, illustration, picture books, picture books in P4C, Einar Turkowski. Introduction Picture books, particularly in the context of the Philosophy for Children (P4C) program, are effective tools for cultivating philosophical thinking and analyzing complex concepts. This study examines Turkowski’s The Night Watchman as an example of picture books that specifically stimulate children’s philosophical curiosity and intellectual engagement. The aim is to analyze the interplay between text and image in The Night Watchman and explore how this book can be utilized in philosophical programs, especially P4C. To this end, concepts such as truth, perception, observation, and signs in The Night Watchman will be examined using a philosophical methodology. Materials and Methods This study analyzes the content of Turkowski’s The Night Watchman, utilizing methods rooted in the P4C framework, which aims to cultivate philosophical thinking in children through interactions with picture books. In this process, not only the book’s text but also its images were thoroughly analyzed to understand the relationship between text and image and their impact on children’s thought processes. Additionally, insights from previous analyses of philosophical concepts in other picture books were incorporated into this research. Discussion and Results Turkowski’s The Night Watchman, with its aesthetic and symbolic features, provides a suitable platform for fostering philosophical thought in children. The book’s careful integration of text and image enables the presentation of complex philosophical concepts such as truth, observation, signs, and symbols in an accessible and engaging manner for children. The illustrations in this book not only capture children’s emotions but also stimulate their critical and philosophical thinking. Particularly, as The Night Watchman directly addresses philosophical questions about truth and perception, children can use it as a tool to pose questions about the world around them. The story’s characters, such as Mrs. Marlot, serve as symbolic representations of curiosity and observation, indirectly introducing philosophical concepts. These characters and their associated images engage children in philosophical questioning, helping them develop the ability to analyze and evaluate different ideas. Furthermore, the structural and thematic design of The Night Watchman encourages readers to think deeply about complex relationships between humans and the world around them. The study’s findings demonstrate that picture books can act as effective tools for teaching philosophy to children. These books not only serve as mediums for conveying philosophical concepts but also create opportunities for deeper reflection and exploration of intricate issues such as truth and perception in children’s minds. Consequently, incorporating picture books into the P4C program can offer a novel and effective approach to nurturing philosophical thought in children. Conclusion This study concludes that picture books like Turkowski’s The Night Watchman, with their aesthetic and symbolic features, are not only beneficial for stimulating children’s curiosity and philosophical questioning but also serve as effective tools for fostering critical and philosophical thinking. The integration of text and image in these books presents complex concepts such as truth, observation, signs, and symbols in an accessible way for children. Using these books in the P4C program can effectively invite children to philosophical thinking and critical analysis, creating a suitable space for posing questions and examining various concepts in their minds. برنامه «فلسفه برای کودکان و نوجوانان» (فبک) با هدف تقویت تفکر نقادانه، خلاقانه، مراقبتی و مشارکتی، به شناخت و حل چالش‌های اجتماعی و آموزشی کودکان می‌پردازد. این پژوهش به‌جای پرداختن به جزئیات برنامه فبک، به بررسی این پرسش می‌پردازد که کتاب‌های تصویری آینار تورکوفسکی چه ظرفیت‌هایی برای استفاده در برنامۀ فبک دارند؟ نتایج نشان می‌دهد که آثار تورکوفسکی قدرت تفکر را با ایجاد تجربه‌ای احساسی همراه با تعقل تقویت می‌کنند. این کتاب‌ها با معیارهای معرفتی، اخلاقی، سیاسی و زیبایی‌شناختی مرتبط بوده و از ابهام، پیچیدگی و جنبه‌های بازی‌گوشانه برخوردارند که تخیل و احساسات خواننده را به‌طور هم‌زمان درگیر می‌کنند. شکاف‌های معنایی میان محتوا و تصاویر نیز فرصتی برای تأمل انتقادی و درک ارزش‌ها و تجربیات جدید فراهم می‌آورند.حضور شخصیت‌های انسانی و فانتزی، پایان‌های باز و سبک‌های متنوع زیبایی‌شناختی، این آثار را به ابزاری مناسب برای غوطه‌ور کردن کودکان در شخصیت‌ها، مکان‌ها و زمان‌های مختلف تبدیل کرده است. این ویژگی‌ها خواننده را به گفت‌وگویی دیالکتیکی دعوت می‌کند و او را به تفکر در مورد مفاهیمی همچون اخلاق، هویت و ارزش‌ها سوق می‌دهد. بنابراین، کتاب‌های تصویری تورکوفسکی ابزار ارزشمندی برای توسعه اهداف فبک و رشد تفکر نقادانه و خلاقانه در کودکان به شمار می‌روند.

https://fabak.ihcs.ac.ir/article_10216_9ef70c405ae012af86dfc0574ff4c01f.pdf

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 16 2 2026 01 21 The effectiveness of teaching self-control and empathy skills on children's aggression and social interest اثربخشی آموزش مهارت خودمهارگری و همدلی بر پرخاشگری و علاقه اجتماعی کودکان 259 280 10312 10.30465/fabak.2026.10312 FA مهدیه کارگر دانشجوی کارشناسی ارشد روانشناسی عمومی، گروه روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه اردکان، اردکان، ایران آزاده چوب فروش زاده دانشیار، گروه روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه اردکان، اردکان، ایران 0000-0002-5778-1165 عذرا محمدپناه اردکان دانشیار گروه روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه اردکان، اردکان، ایران 0000-0003-0259-5733 کیمیا صحراییان استادیار گروه روانشناسی، مرکز آموزش عالی اقلید، اقلید، ایران 0000-0003-2930-7463 Journal Article 2024 02 17 The aim of this study was to investigate the effectiveness of teaching self-control and empathy skills on aggression and social interest in children. Design of the present study was quasi-experimental with pre-test and post-test with a control group. The statistical population of the study consisted of all 8 to 10 years old female students were in elementary school who were studying in schools of Meybod in the academic year 1400-1401. Using cluster sampling method, 30 students were identified and randomly assigned to the experimental (n = 15) and control (n = 15) groups. Research tools were Nelson Aggression Questionnaire and Alizadeh Children's Social Interest Questionnaire. All the people present in the research answered these two questionnaires in the pre-test phase. Then, the people of the experimental group were trained by the self-control skills and social interest training package of Janbozorgi during 12 sessions. The results of multivariate covariance analysis showed that teaching self-control and empathy skills has a significant effect on reducing aggression and increasing social interest (P<0.05). Based on the results, it is possible to suggest the use of self-control and empathy training to control anger and reduce aggression, as well as foster social interest in primary school students. Keywords: Skill training, self-control, empathy, aggression, social interest Introduction Mental health and social adjustment in children are pivotal for their individual well-being and the broader societal framework. As foundational elements of sustainable development, fostering psychological health and social skills in young individuals is critical (Arbab et al., 2023). Social interest, a concept rooted in Adlerian psychology, underscores humans' inherent social nature, emphasizing cooperation and community engagement as markers of psychological health (King & Shelley, 2008; Bettner, 2020). Social interest is associated with positive psychological outcomes, such as enhanced self-esteem, self-efficacy, and mental health, while its absence may lead to maladaptive behaviors, including aggression (Mazraeh et al., 2023; Poursaid et al., 2017). Aggression in children, defined as intentional harmful behavior toward others or oneself, is a prevalent issue often leading to referrals to mental health professionals (Karimi, 2017; Satopoh, 2024). Factors such as poor emotional regulation, biological predispositions, inadequate communication skills, and parental maltreatment contribute to aggressive behaviors, which can result in peer rejection, poor academic performance, and low self-concept (Matsuura et al., 2009; Strachan et al., 2015). Empathy, the ability to understand and share others’ emotions while responding appropriately, is a crucial social skill that fosters group cohesion and reduces maladaptive behaviors (Jolliffe & Farrington, 2006; Weisz & Cikara, 2021). Research indicates that empathy training can decrease aggression and enhance social adjustment in children (Najafpour et al., 2021; Firoozabadi & Jeshoughani, 2020). Similarly, self-control, defined as the ability to regulate thoughts, emotions, and behaviors in alignment with social norms, is inversely related to behavioral problems, including aggression (Lee et al., 2019; Flores et al., 2020). While previous studies have explored self-control and empathy independently, the novelty of this study lies in its combined approach, examining the simultaneous impact of training in both skills on aggression and social interest among 8- to 10-year-old female students. This age group is critical for developing social and emotional competencies, making the findings relevant for educational interventions aimed at reducing aggression and promoting social interest. Materials and Methods This study employed a quasi-experimental design with a pre-test and post-test framework, including a control group. The statistical population comprised all female elementary school students aged 8 to 10 years in Meybod, Iran, during the 2021–2022 academic year. Using cluster sampling, three schools were randomly selected, and one class from each of the third and fourth grades was chosen, resulting in a sample of 30 students. These students were randomly assigned to an experimental group (n = 15) and a control group (n = 15). Inclusion criteria included voluntary participation and age between 8 and 10 years, while exclusion criteria encompassed unwillingness to participate, non-compliance with tasks, or absence from more than three training sessions. Two validated instruments were used: the Nelson and Finch Aggression Questionnaire (2000), a 39-item self-report tool assessing anger triggers and social skills in children aged 6 to 16 years, with scores ranging from 39 to 156 (higher scores indicating greater aggression), and the Alizadeh Children’s Social Interest Questionnaire (2015), a 63-item parent-reported scale measuring social interest across four dimensions: responsibility-task performance, interpersonal relationships-empathy, assertiveness-confidence, and equality versus inferiority-superiority, scored on a five-point Likert scale. Both instruments demonstrated high reliability (Cronbach’s alpha of 0.98 and 0.92, respectively) and validity in prior studies (Kimiaei et al., 2011; Alizadeh et al., 2015). The experimental group underwent a 12-session intervention (45 minutes each, twice weekly) based on Janbozorgi’s self-control and social interest training package, covering self-control strategies (e.g., problem-solving, attention shifting, delay of gratification, and stress reduction) and empathy skills (e.g., recognizing physiological and psychological emotions, understanding others’ perspectives, and fostering empathic responses through role-playing and storytelling). The control group received no intervention during the study but was offered the training post-study for ethical considerations. Pre- and post-tests were administered to both groups, and data were analyzed using SPSS-24. Descriptive statistics (mean and standard deviation) and multivariate analysis of covariance (MANCOVA) were used to assess the intervention’s effects, with pre-test scores as covariates. Assumptions of normality, linearity, and homogeneity of variances were verified using the Kolmogorov-Smirnov test, regression scatterplots, and Levene’s test, respectively. Discussion and Results The results revealed significant reductions in aggression and increases in social interest in the experimental group compared to the control group. Descriptive statistics showed that pre-test aggression scores (M = 76.45, SD = 15.03) decreased significantly in the experimental group post-intervention (M = 64.81, SD = 11.83), while social interest scores increased from a pre-test mean of 81.45 (SD = 20.03) to a post-test mean of 92.81 (SD = 16.83). The control group showed minimal changes. MANCOVA results confirmed the intervention’s significant effects on verbal aggression (F(1) = 15.637, p < 0.05, η² = 0.45), physical aggression (F(1) = 14.837, p < 0.05, η² = 0.55), and social interest dimensions, including responsibility (F(1) = 14.657, p < 0.05, η² = 0.36), interpersonal relationships (F(1) = 17.412, p < 0.05, η² = 0.55), assertiveness (F(1) = 10.399, p < 0.05, η² = 0.33), and equality (F(1) = 11.958, p < 0.05, η² = 0.66). However, the intervention did not significantly reduce frustration (F (1) = 13.657, p > 0.05). These findings align with prior research demonstrating that empathy and self-control training reduce aggression (Mikaeli et al., 2021; Heidari Gojani, 2019) and enhance social interest (Mohammadi Nasab et al., 2022; Yaghoubi & Mohammadi, 2020). The combined approach likely amplified these effects by fostering emotional regulation and social connectedness, enabling children to manage anger and engage more cooperatively with peers. The lack of significant impact on frustration may suggest that this dimension requires targeted interventions beyond self-control and empathy training. Conclusion This study demonstrates that a 12-session intervention combining self-control and empathy training significantly reduces verbal and physical aggression while enhancing social interest among 8- to 10-year-old female students. These findings underscore the potential of integrated socio-emotional training programs in elementary school settings to promote mental health and social adjustment. Educators and policymakers should consider incorporating such interventions into curricula to mitigate aggressive behaviors and foster prosocial attitudes. Future research should explore the intervention’s effects across diverse populations, genders, and cultural contexts, and employ longitudinal designs to assess the sustainability of outcomes. Limitations include the reliance on self- and parent-reported measures and the absence of follow-up data, suggesting the need for clinical interviews and extended tracking in future studies. هدف پژوهش حاضر بررسی اثربخشی آموزش مهارت خودمهارگری و همدلی بر پرخاشگری و علاقه‌ اجتماعی در کودکان ‌بود. روش پژوهش نیمه‌آزمایشی با طرح پیش‌آزمون – پس‌آزمون با گروه کنترل بود. جامعه‌ آماری شامل کلیه‌ دانش‌آموزان دختر دبستانی 10-8 ساله‌ بود که در سال تحصیلی 1401-1400 در مدارس ابتدایی شهرستان میبد مشغول به تحصیل بودند. با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای 30 نفر از دانش‌آموزان شناسایی و به‌صورت تصادفی در گروه آزمایش (15 نفر) و کنترل (15 نفر) جای‌گماری شدند. ابزار پژوهش پرسشنامه پرخاشگری نیلسون (2000)، و پرسشنامه علاقه اجتماعی کودکان علیزاده (1394)، بود. همه افراد حاضر در پژوهش در مرحله پیش‌آزمون به این دو پرسشنامه پاسخ دادند. سپس افراد گروه آزمایش توسط بسته‌ آموزشی مهارت خودکنترلی و علاقه‌ اجتماعی جان‌بزرگی، طی 12 جلسه تحت آموزش قرار گرفتند. نتایج تحلیل کوواریانس چندمتغیره نشان داد که آموزش مهارت خودمهارگری و همدلی بر کاهش پرخاشگری و افزایش علاقه اجتماعی تأثیر معنی‌دار دارد (05/0P<). براساس نتایج می‌توان استفاده از آموزش مهارت خودمهارگری و همدلی را برای کنترل خشم و کاهش پرخاشگری و همچنین پرورش علاقه اجتماعی در دانش آموزان دبستانی، پیشنهاد داد.

https://fabak.ihcs.ac.ir/article_10312_db0cf003e7db9592288d809665cfeb2a.pdf

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 16 2 2026 01 21 The Effectiveness of Integrating Philip Cam’s Brain Stories with Creative Drama Method on Moral Intelligence and Social Skills of Elementary School Students اثربخشی تلفیق آموزش داستان‌های فکری فلیپ کم با روش نمایش خلاق بر هوش اخلاقی و مهارت‌اجتماعی دانش‌آموزان دوره ابتدایی 281 310 10069 10.30465/fabak.2026.10069 FA محدثه کربلائی محمدنژاد کارشناس ارشد آموزش ابتدایی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران رحیم مرادی استادیارگروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران سید شمس الدین هاشمی مقدم دانشیار بازنشسته گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران Journal Article 2024 01 20 The present study aimed to investigate the effectiveness of combining Philip Cam intellectual stories with creative representation on the moral intelligence and social skills of elementary school students. A semi-experimental, socio-statistical design was employed with 30 sixth-grade students from Superior Mind School in Gorgan, Iran. Participants were divided into two groups (experimental and control) using convenience sampling. Data were collected using the Link and Keel Moral Intelligence Questionnaire (2011) and the Matson et al. Social Skills Questionnaire (1983). The experimental group received instruction on Flip-cam stories integrated with creative representation strategies for eight 45-minute sessions, while the control group received traditional instruction on Flip-cam stories. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance). The results demonstrated a significant positive effect of teaching Philip Cam stories with creative representation on the moral intelligence and social skills of elementary school students (p < 0.01). It is recommended that educators incorporate creative representation strategies when teaching stories in thinking and research lessons. Keyboard:Philip Cam’s Brain Stories, Creative Drama, Moral Intelligence, Social Skills. Introduction One of the new educational approaches that can be combined with creative play is the Philosophy for Children program. In fact, the goal of Philosophy for Children is to produce children with independent thinking (Daniel, 2022). Philosophy has a positive effect on various abilities, including reasoning skills in children (Wu, 2021). One of the variables that it seems that the use of flip-cam stories can help improve is social skills. This is while in the present era, children and adolescents must develop social skills and moral intelligence in order to face the developments of the digital age with the aim of making favorable decisions and solving societal problems (Rostami et al., 2016, p. 11). On the other hand, various methods and approaches have been used to develop students' social skills (Aksuy and Baran, 2014), including the social skills training program (Erbay and Dagro, 2010); Creative Drama Activities (Kilicaslan & Asasglou, 2010); In fact, creative drama is a comprehensive approach that aims to activate students in the learning process, entertain them, and ultimately lead to deep and sustainable learning (Efilati et al., 2022). Now, the present study seeks to answer the question of whether teaching flip-cam intellectual stories by enriching the creative drama method has an effect on the moral intelligence and social skills of elementary school students? Materials & methods The present study is one of the applied studies that used a semi-experimental method with a pretest-posttest design with a control group (Non-equivalent control group pretest-posttest design). The statistical population of this study included sixth-grade male students at Mengheher Primary School. Through the accessible and purposive sampling method, 30 male students were selected and replaced in two experimental groups (15 people) and control (15 people). The experimental group was exposed to the independent variable "performing flip-cam stories based on the creative display strategy" for 8 45-minute sessions. In the experimental group, in order to strengthen the moral intelligence and social skills of the students, multiple strategies were tried to be included in the implementation protocol, including warm-up activities, creative display strategy, question and answer, and philosophical exploration circle, and finally, summarization, homework, and evaluation. In the control group, the teacher performed flip-cam stories in the traditional way and reading by the teacher and students without the creative display strategy. In other words, in both groups, the stories were constant, but their execution strategy was different. To collect data, the moral intelligence questionnaire, Link and Keel (2011) and the Matson, Rotatori, and Hassel (1983) questionnaire were used to assess social skills. Discussion & Result A multivariate analysis of covariance (MANCOVA) was employed to examine the differences between the experimental and control groups regarding moral intelligence. Based on the results presented in Table 3, it can be concluded that after controlling for the pre-test, there was a significant difference between the experimental and control groups in terms of the components of honesty and responsibility. Furthermore, according to the results of the univariate analysis of covariance, there were significant differences between the experimental and control groups in terms of the components of benevolence (F = 28.31, p < .001) and compassion (F = 26.05, p < .001). Conclusion The results of the first hypothesis showed that combining flip-cam story teaching with creative representation has an effect on the moral intelligence of elementary school students (p<0.0001 and F=3.12). The results of this hypothesis are consistent with the results of research by Yousefian-Aheri et al. (1401), Suleiman Pour-Omran (1400) in Iran and by Verley (2016), Kahrizeh et al. (2018), Boyraz and Turkan (2021) and Willis (2022) abroad. In explaining these results, it can be said that creative representation, due to its artistic approach, is attractive to students and combining it with a philosophy program for children can be effective in students' reasoning and moral intelligence. In this context, it should be said that the art aesthetics education program should be organized in such a way that, within the framework of the developed program, children benefit from seeing works of art with special pleasure and attraction and are motivated to create works of art, and their perception and attitude towards understanding and creating art and aesthetics are strengthened (Barghi, 2021). Also, the results of the second hypothesis showed that combining flip-cam story teaching with the creative demonstration method has an effect on the social skills of elementary school students (p<0.0001 and F=3.12). In explaining this finding, it can be said that the use of demonstration-based methods increases students' motivation towards the lesson (Tukdemir, 2015). This method creates opportunities for the development of skills such as communication skills, mutual understanding, cooperation and group participation, respect and mutual trust (Göktürk, Çalışkan, & Öztürk, 2020). Guriyai (2014) showed that creative play can be effective and help increase students' motivation and creativity. Creative play has a positive effect on preschool children's memory by creating an integrated learning environment. Therefore, it is suggested that the integration of creative play methods, including improvisation, role-playing, puppetry, and shadow play, be used in the elementary school curriculum. Given the significance of this method in education, it is suggested that empowerment courses be held for teachers to familiarize themselves with various creative play methods. هدف پژوهش حاضر، اثربخشی تلفیق آموزش داستان‌های فکری فلیپ کم با روش نمایش خلاق بر هوش اخلاقی و مهارت‌اجتماعی دانش‌آموزان ابتدایی دوره ابتدایی بود. روش تحقیق از نوع نیمه آزمایشی و جامعه‌آماری شامل دانش‌آموزان پایه ششم دوره دوم ابتدایی مدرسه ذهن برتر گرگان بود. تعداد 30 نفر به روش نمونه گیری در دسترس انتخاب و در دو گروه آزمایش و کنترل گمارده شدند. ابزار جمع آوری داده‌ها، پرسشنامه‌ هوش اخلاقی لینک و کیل (2011) و پرسشنامه مهارت اجتماعی ماتسون و همکاران (1983) بود. گروه آزمایش به مدت 8 جلسه 45 دقیقه‌ای تحت تاثیر اجرای داستان‌های فلیپ کم مبتنی بر راهبرد نمایش خلاق قرار گرفت و گروه کنترل اجرای داستان‌های فلیپ کم بدون تلفیق با روش نمایش خلاق و بصورت سنتی در کلاس انجام شد. برای تجزیه و تحلیل داده‌های پژوهش از روش‌های آماری در دو سطح توصیفی (شاخص‌های میانگین و انحراف معیار) و استنباطی (تحلیل کواریانس چندمتغیره) برای آزمون فرضیه‌های پژوهش استفاده شد. نتایج نشان داد که آموزش داستان های فلیپ کم با روش نمایش خلاق بر هوش اخلاقی و مهارت اجتماعی دانش‌آموزان ابتدایی تاثیر مثبت و معناداری دارد (01/0>p). پیشنهاد می‌شود معلمان در درس تفکر و پژوهش از تلفیق راهبرد نمایش خلاق برای آموزش داستان‌ها استفاده نمایند.

https://fabak.ihcs.ac.ir/article_10069_530ad673015b98fcf4cdd5a68cb93d6c.pdf

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 16 2 2026 01 21 The effectiveness of teaching moral concepts in the family through storytelling on students' moral agency and moral sensitivity اثربخشی آموزش مفاهیم اخلاق در خانواده به شیوه قصه گویی بر عاملیت اخلاقی و حساسیت اخلاقی دانش آموزان: پیگیری یک ماههه 311 336 9826 10.30465/fabak.2026.9826 FA رضا محمدزاده گان دکتری تخصصی روانشناسی تربیتی، واحد خوی، دانشگاه آزاد اسلامی، خوی، ایران ابوالفضل فرید دانشیار گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران. باقر سرداری استادیار گروه علوم تربیتی، واحد خوی، دانشگاه آزاد اسلامی، خوی، ایران. 0000-0002-3023-8269 Journal Article 2022 10 19 The present study was conducted with the aim of investigating the effectiveness of teaching moral concepts in the family through storytelling on the moral agency and moral sensitivity of students. The current research was a semi-experimental study with a pretest-posttest-follow-up design and a control group. The statistical population of the research included all female students of the first year of high school in Maku city in the of 2021-2022 academic year. From this population, 40 people were selected by random cluster sampling and randomly replaced in two experimental and control groups. Data collection tools included the Moral Agency Scale (MAS) and Moral Sensitivity Scale (ESSQ). Data analysis was done using repeated measures analysis of variance in SPSS version 26. The findings of the research showed that the teaching of moral concepts in the family through storytelling led to a significant difference between the groups in moral agency (F=18.94, p=0.0001, h2=0.333) and moral sensitivity (F=41.10, p=0.0001, h2=0.520) and this effect was stable in the one-month follow-up stage (p≤0.01). According to the findings, it can be suggested that teaching the moral concepts in the family through storytelling can play an important role in improving the moral performance of students. Keywords: teaching moral concepts, storytelling, moral agency, moral sensitivity. Introduction The field of morality has significantly expanded in recent decades, with the judgment-action gap emerging as one of its primary challenges. This gap occurs when individuals act contrary to moral values despite knowing the rightness or wrongness of their actions (DeTienne et al., 2021). Moral agency, as a key construct, describes the human capacity to make moral judgments and act according to social and personal values. According to Bandura’s social cognitive theory, moral agency mediates the relationship between moral reasoning and action through self-regulation, encompassing behavior monitoring, moral evaluation, and emotional self-reaction (Myers, 2016). Moral sensitivity, another essential component of moral behavior, refers to the ability to perceive situations from a moral perspective and make appropriate decisions about the right course of action (Stephens, 2018). One effective method for teaching moral concepts is storytelling, which, due to its simplicity and appeal—especially for children and adolescents—has proven highly impactful in enhancing moral agency and moral sensitivity. Stories, by conveying moral messages, provide a foundation for deeper understanding of moral concepts and the development of cultural values. This approach, relying on empathy and understanding others’ reactions, helps children internalize family and societal values (Lind, 2016). Research has shown that teaching moral concepts through storytelling can improve moral decision-making, moral judgment, and the development of traits such as responsibility, kindness, and patience. Given the increasing complexity and distortion of social and moral values in today’s society, which lead to behavioral and social problems among children and adolescents, teaching moral concepts may contribute to enhancing their behavioral and social performance (Krauss & Rahiem, 2020). Thus, this study aimed to address the question: Does teaching moral concepts within families through storytelling improve students’ moral agency and moral sensitivity? Materials & Method This study was conducted using a quasi-experimental design with a pretest-posttest-follow-up and a control group. The statistical population included first-grade female secondary school students in Maku city during the 2021–2022 academic year. A sample of 40 students was selected through cluster random sampling and assigned to experimental and control groups. The research instruments included the Ethical Sensitivity Scale Questionnaire (ESSQ) and the Moral Agency Scale (MAS), whose validity and reliability had been confirmed in previous studies. The experimental group participated in nine 60-minute sessions of family-based moral education through storytelling. Data were analyzed using repeated-measures ANOVA in SPSS version 26. Ethical considerations, including obtaining informed consent and maintaining confidentiality, were observed throughout all stages of the study. Result & Discussion This study aimed to evaluate the effectiveness of teaching moral concepts within families through storytelling on moral agency and moral sensitivity in first-grade female secondary school students in Maku. The findings indicated that storytelling-based moral education had a significant positive impact on enhancing students' moral agency and moral sensitivity, with this effect remaining stable in the one-month follow-up phase. Regarding moral agency, the method improved traits such as responsibility, forgiveness, and self-control, consistent with the findings of Hasanzadeh Viyayi and Navaei (2019), Pasupathi and Wainryb (2010), and Krauss and Rahiem (2020). In terms of moral sensitivity, the results showed enhancements in kindness, self-restraint, and fairness, aligning with the studies of Kim and Park (2019) and Koivula et al. (2020). These findings suggest that storytelling can effectively enhance adolescents' moral awareness and improve their social behaviors by creating an emotional and engaging environment. Additionally, this method provides moral role models and opportunities for imitation, helping adolescents develop a deeper understanding of their social and personal responsibilities. The study's limitations include its focus on female students and the use of convenience sampling. It is recommended that similar research be conducted with male students, across other educational levels, and using random sampling methods with long-term follow-ups. School counseling centers can adopt this approach to foster moral development and improve students' social functioning. Conclusion The results of the present study indicated that teaching moral concepts within the family through storytelling significantly improved students' moral agency and moral sensitivity, with these effects being sustained during the follow-up phase. These findings highlight the importance of using indirect educational methods, such as storytelling, to strengthen moral virtues, responsibility, and social skills in adolescents. Storytelling, as an effective tool, not only sparks adolescents' interest but also provides a foundation for the formation of moral role models and the enhancement of moral self-awareness. Additionally, teaching moral concepts through this method can have widespread effects on improving social interactions, boosting self-esteem, and promoting optimal adaptation in adolescents' personal and social lives. Therefore, the use of this educational approach in school and family educational programs is highly recommended. پژوهش حاضر با هدف بررسی اثربخشی آموزش مفاهیم اخلاق در خانواده به شیوه قصه‌گویی بر عاملیت اخلاقی و حساسیت اخلاقی دانش آموزان انجام شد. پژوهش حاضر از نوع مطالعات نیمه آزمایشی با طرح پیش آزمون-پس آزمون-پیگیری و گروه کنترل بود. جامعه آماری پژوهش شامل کلیه دانش آموزان دختر دوره اول متوسطه شهر ماکو در سال تحصیلی 1401-1400 بود. از این جامعه، 40 نفر به روش نمونه‌گیری خوشه‌ای تصادفی انتخاب و به‌تصادف در دو گروه آزمایش و کنترل جایگزین شدند. ابزار جمع‌آوری اطلاعات شامل مقیاس‌های عاملیت اخلاقی (MAS) و حساسیت اخلاقی (ESSQ) بود. تجزیه‌وتحلیل داده‌ها با استفاده از تحلیل واریانس با اندازه‌گیری مکرر در برنامه SPSS نسخه 26 انجام شد. یافته‌های پژوهش نشان داد که آموزش مفاهیم اخلاق در خانواده به شیوه قصه‌گویی منجر به تفاوت معنی‌دار بین گروه‌ها در عاملیت اخلاقی (333/0= 2, h0001/0 , P= 94/18F= ) و حساسیت اخلاقی (520/0= 2, h0001/0 , P= 10/41F= ) شده و این تاثیر در مرحله پیگیری یک‌ماهه نیز پایدار بوده است (01/0p≤). با توجه به یافته‌ها، می‌توان مطرح کرد که آموزش مفاهیم اخلاق در خانواده به شیوه قصه‌گویی مداخله می‌تواند نقش مهمی در بهبود عملکردهای اخلاقی دانش آموزان ایفا کند.

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