پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 17 1 2026 07 23 Identification and leveling of factors influencing the gamification of preschool children's education with social constructivism approach شناسایی و سطح‌بندی عوامل اثرگذار بر بازی‌وارسازی آموزش کودکان پیش‌دبستانی با رویکرد سازه‌گرایی اجتماعی 14084 10.30465/fabak.2026.14084 FA شادی بنانی دانشجوی دکترا، گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران الهام کاویانی گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران فرانک موسوی گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران 0000-0003-3552-8991 زهره سبزیان پور گروه مدیریت آموزشی، دانشکده علوم انسانی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران. Journal Article 2024 06 12 The aim of this study was to identify and level the factors influencing the gamification of preschool children's education using a social constructivism approach. This research is applied in terms of purpose and mixed-method (exploratory) in terms of data type. The qualitative phase employed Glaser's grounded theory strategy, while the quantitative phase used interpretive structural modeling (ISM). Participants in the qualitative phase included 15 preschool center managers and academic experts selected purposefully. A semi-structured interview was used as the research instrument in this phase. The statistical population of the quantitative phase consisted of preschool center managers in Tehran, from which 10 individuals were selected as the sample. A researcher-made questionnaire was used in this phase. Qualitative results revealed ten influencing factors: curriculum content, institutional factors, manager's motivations and attitudes, teacher as a facilitator, child autonomy, family, classroom management, appropriate environment, access to resources, and socio-cultural atmosphere. Based on ISM, the factors were leveled into four categories. The highest dependency was observed for teacher as a facilitator, child autonomy, and classroom management. Institutional factors had the greatest influence. Keywords: Gamification, Preschool, Social Constructivism. Introduction The integration of gamification into early childhood education has emerged as a promising approach to enhance learner engagement, motivation, and developmental outcomes. Gamification, defined as the application of game design elements in non-game contexts (Ofosu-Ampong, 2020), has attracted growing interest across various sectors, including education, organizational management, and health. In the educational domain, gamification is employed to foster interaction and motivation among students, ultimately supporting deeper learning processes (Kusuma et al., 2018). Research indicates that gamification can lead to improved learning outcomes, particularly when it introduces game mechanics (Caponetto, Earp & Ott, 2014). Despite its potential, the adoption of gamification in preschool settings faces several barriers. Limited budgets and lack of access to technological resources are commonly cited obstacles. However, negative attitudes toward digital games and technology, rooted in century-old naturalistic beliefs about childhood and learning (Sánchez Mena & Martí Parreño, 2017), remain underexplored as contributing factors. Although many parents still consider digital games less beneficial than outdoor play for social and cultural development, a growing number of early childhood researchers advocate for integrating technology and digital culture into early education (Ukala & Agabi, 2017). They argue that early learning environments can play a crucial role in bridging the digital divide across socioeconomic and cultural barriers (Nolan & McBride, 2014). Materials and Methods This research is applied in purpose and employs an exploratory mixed-method design. The qualitative phase utilized a Glaserian grounded theory strategy, while the quantitative phase employed Interpretive Structural Modeling (ISM). Qualitative Phase: Participants were 15 preschool center managers in Tehran (with ≥5 years of experience) and academic experts in educational sciences, selected via purposive snowball sampling until theoretical saturation. A semi-structured interview was used. Data were analyzed through open, axial, and selective coding. Validity was confirmed by expert judgment, and reliability was established using inter-coder agreement (86%). Quantitative Phase: The statistical population comprised preschool managers in Tehran. A sample of 10 experts (managers and academic specialists) was selected purposively. A researcher-developed questionnaire based on the qualitative findings was used, containing a self-interactive structural matrix. Content validity was confirmed by experts. ISM was applied to determine the hierarchical relationships and levels of the identified factors. Results and Discussion Qualitative Results: The analysis revealed ten factors influencing gamification in preschool education within a social constructivist framework: 1. Curriculum content 2. Institutional factors 3. Kindergarten manager's motivations and attitudes 4. Teacher as a facilitator 5. Child autonomy 6. Family involvement 7. Classroom management style 8. Appropriate kindergarten environment 9. Access to resources 10. Socio-cultural atmosphere of the kindergarten Quantitative Results (ISM): The ISM analysis leveled the ten factors into four hierarchical levels (from most dependent to most independent): - Level 1 (Highest Dependency – Outcomes): Teacher as a facilitator, Child autonomy, Classroom management style. - Level 2: Family, Appropriate kindergarten environment, Socio-cultural atmosphere, Curriculum content, Access to resources. - Level 3: Kindergarten manager's motivations and attitudes, Access to resources (interlinked with manager's attitudes). - Level 4 (Highest Influence – Drivers): Institutional factors (interactive leadership, organizational culture, educational policy). The dependency and driving power analysis showed that Institutional factors had the highest driving power and the lowest dependency, meaning changes at this level fundamentally transform the system. Conversely, Teacher as a facilitator, Child autonomy, and Classroom management had the highest dependency, indicating they are strongly influenced by other factors. The mutual relationship between manager's attitudes and access to resources (Level 3) highlights that leadership mindset directly affects resource availability. Aligned with literature (Lamrani & Abdelwahed, 2020; Rohman & Fauziati, 2022), institutional factors emerged as the most critical drivers. Without supportive institutional leadership, culture, and planning, lower-level factors cannot effectively function. The dependency of teacher facilitation and child autonomy on upper levels reflects Vygotsky's ZPD and scaffolding: teachers need institutional support to act as facilitators, and children’s autonomy is only possible within a properly structured environment. Family and socio-cultural factors at Level 2 serve as mediating bridges between institutional drivers and classroom practices. Conclusion This study provides a novel, empirically grounded hierarchical model for gamification in preschool education based on social constructivism. The key innovation is identifying that successful gamification is not merely about adding game elements (points, badges) but requires a systemic approach where institutional factors (leadership, culture, policy) are the fundamental drivers. These influence managerial attitudes and resource access, which in turn shape family involvement, curriculum, environment, and finally classroom-level practices (teacher facilitation, child autonomy, classroom management). Practically, preschool managers should prioritize developing participatory leadership, fostering a collaborative culture, and allocating resources before expecting effective gamification. Furthermore, the findings emphasize that teacher training programs must focus on scaffolding strategies and creating interactive, dialogic classrooms aligned with Vygotsky's principles. The bidirectional relationship between managerial attitudes and resource accessibility suggests that leadership development directly impacts infrastructural improvements. Future research should test this ISM model quantitatively using structural equation modeling across diverse cultural and socioeconomic contexts. هدف مطالعه شناسایی و سطح‌بندی عوامل اثرگذار بر بازی‌وارسازی آموزش کودکان پیش‌دبستانی با رویکرد سازه‌گرایی اجتماعی بود. پژوهش از نظر هدف کاربردی و از نظر نوع داده‌ها، آمیخته (اکتشافی) است. در بخش کیفی از راهبرد نظریه داده‌بنیاد (گلیزر) و در بخش کمی از مدلسازی ساختاری تفسیری استفاده شد. مشارکت‌کنندگان بخش کیفی شامل 15 نفر از مدیران مراکز پیش‌دبستانی و خبرگان دانشگاهی بودند که به‌صورت هدفمند انتخاب شدند. ابزار پژوهش در بخش کیفی مصاحبه نیمه‌ساختاریافته بود. جامعه آماری بخش کمی شامل مدیران مراکز پیش‌دبستانی تهران بود که 10 نفر به‌عنوان نمونه انتخاب شدند. ابزار این بخش پرسشنامه محقق‌ساخته بود. نتایج بخش کیفی ده عامل شامل محتوای برنامه درسی، عوامل نهادی، انگیزه‌ها و نگرش‌های مدیر، تسهیلگر بودن معلم، آزادی عمل کودک، خانواده، نحوه مدیریت کلاس، محیط مناسب، دسترسی به منابع و فضای فرهنگی-اجتماعی را نشان داد. بر اساس مدلسازی ساختاری تفسیری، عوامل در ۴ سطح احصا شدند. بیشترین میزان وابستگی مربوط به تسهیلگر بودن معلم، آزادی عمل کودک و نحوه مدیریت کلاس بود. عوامل نهادی بیشترین تأثیرگذاری را داشتند.

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 17 1 2026 07 23 A Critical Examination of the Facilitator's Role in the Philosophy for Children (P4C) Program: Deconstruction and Reconstruction Based on the Human Agency Approach واکاوی نقش تسهیلگر در برنامه فلسفه برای کودکان و بازسازی آن بر اساس رویکرد عاملیت انسان 10845 10.30465/fabak.2026.52008.2450 FA علی جان درمیان دانشجوی دکتری فلسفه تعلیم و تربیت، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران 0009-0002-7040-2825 سیدجلال هاشمی دانشیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران، 0000-0002-8846-7865 رضا شیخه دکتری فلسفه تعلیم و تربیت، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران، Journal Article 2025 05 27 This study critically examines the role of the facilitator in the Philosophy for Children program, deconstructing its current limitations and proposing a reconstruction through the lens of the human agency approach, thereby introducing the concept of the "intellectual coach." In the conventional P4C framework, the facilitator is primarily confined to procedural roles, such as organizing Community of inquiry and ensuring the flow of dialogue. However, these roles lack a substantive impact on fostering children's thinking processes and fail to adequately address content regulation. This limitation reduces the facilitator to a passive observer, inadvertently fostering superficial, rhetorical exchanges among children.In contrast, drawing on the human agency approach, the intellectual coach assumes educational and developmental responsibilities toward both the child and the community. By establishing the three foundational pillars of thoughtful action—namely, knowledge, motivation, and volition—the intellectual coach enables and actualizes independent thinking in children. While maintaining an asymmetrical interaction with learners, the intellectual coach not only organizes and facilitates dialogue but also provides authentic, contextually relevant content aligned with children's Lifeworld and guides intellectual discussions.This approach creates a robust framework for practicing reflective thinking and cultivating independent thought, with a central focus on the pursuit and adherence to truth. Keywords: human agency, reconstruction, P4C, facilitator, independent thinking, intellectual coach. Introduction The Philosophy for Children (P4C) program has significantly shaped contemporary educational discourse by positioning classroom dialogue as a vehicle for intellectual development. However, its implementation reveals a fundamental and unresolved tension regarding the facilitator's role. Oscillating between a passive, procedural moderator and an active educational guide, this role suffers from theoretical ambiguity that directly impacts pedagogical efficacy. Predominant interpretations, heavily influenced by child-centric and strictly pragmatist paradigms, often constrain the facilitator to a method-centric function—orchestrating discussion while deliberately withholding substantive intellectual guidance to preserve children's epistemic autonomy. This study contends that such a constraint, while well-intentioned, inadvertently leads to a facilitative model that is insufficient for cultivating genuinely independent, rigorous, and truth-sensitive thinking. It creates a facilitator who is a spectator to, rather than a shaper of, cognitive development. To address this core problem, this research turns to the framework of human agency as a robust theoretical lens. This approach reconceives the educator not as a neutral process manager, but as an agent endowed with explicit epistemic, inclinational, and volitional responsibilities. From this vantage point, the study's primary objective is to execute a critical deconstruction of the conventional P4C facilitator role, exposing its inherent limitations, and to subsequently engage in a philosophical reconstruction. This reconstruction proposes the alternative paradigm of the " intellectual coach" (Rahyar-e Fekri). This model is fundamentally predicated on a relationship of asymmetric interaction, where the Guide consciously employs their greater knowledge and experience to scaffold and direct the intellectual inquiry. The Guide's mission is to actively secure the threefold prerequisites for autonomous thought—cognition, inclination, and volition—within the community of inquiry. Thus, this research aims to resolve the persistent ambiguity in P4C practice by offering a reconceptualized role that balances the imperative for child-led dialogue with the necessary responsibility for substantive intellectual guidance. Materials and Methods This research employs a qualitative and philosophical methodology, utilizing deconstructive analysis as its primary analytical lens. The subject of this analysis is the established role of the facilitator within the foundational discourse of the Philosophy for Children (P4C) program. The process begins by identifying this role as the central "text." The analysis then reveals the core binary opposition structuring this text: the dominant pole of the method-centric P4C facilitator, who prioritizes procedural neutrality and symmetrical interaction, versus the marginalized pole of the substantive agent-teacher derived from the human agency approach. A key step involves demonstrating the inherent "contamination" between these poles, showing how, in practice, the facilitator must often assume agential responsibilities that the official model marginalizes. This deconstruction is situated within the broader context of P4C's pragmatist philosophical heritage. By theoretically reversing this hierarchy, the study places the concept of the educator as an active agent at the forefront. This critical procedure culminates in the generation of a new conceptual paradigm—the intellectual coach . The entire process facilitates a constructive reconstruction of the facilitator’s role, informed by the principles of human agency. Discussion & Results The application of this deconstructive methodology yields a critical finding: the traditional P4C model is fundamentally structured by a hierarchy that valorizes a facilitator limited to methodological oversight and symmetrical dialogue, while systematically marginalizing the educator's essential role as a guide responsible for epistemic content and intellectual formation. This results in a figure often rendered passive, unable to reliably scaffold children’s reasoning toward logical rigor or truth-oriented outcomes. The reconstruction, therefore, necessitates a paradigm shift. The proposed intellectual coach operates from a position of asymmetric interaction, consciously leveraging greater cultural and epistemic resources to responsibly steward the inquiry. The Guide’s primary function is to cultivate the threefold prerequisites for autonomous thought. This involves, firstly, establishing cognitive foundations by introducing valid content, logical tools, and intervening to correct fallacies, thus moving beyond mere procedural management. Secondly, it requires nurturing inclinational foundations by fostering a genuine love for truth, curiosity, and the motivational drive to engage deeply with complex problems. Thirdly, it entails strengthening volitional foundations by developing the child’s capacity for intellectual commitment, reasoned decision-making, and the will to pursue arguments to their conclusion. Consequently, the intellectual coach transcends the conventional role of a discussion coordinator to become an accountable agent who actively secures the necessary conditions for the child’s transition from nascent reasoning to authentic, independent thinking. Conclusion This study concludes that a paradigm shift from a neutral facilitator to an agential intellectual coach is essential for realizing the full promise of P4C. By embracing asymmetric interaction and responsibility for the cognitive, inclinational, and volitional dimensions of thought, the Guide proactively cultivates the grounds for independent judgment. This reconstruction addresses the critical gaps in the prevailing model, offering a more coherent and effective framework for philosophy with children. It recommends integrating this reconceptualized role into facilitator training programs and curriculum design. Future empirical research is needed to assess the practical impact of this model on the quality of children's philosophical inquiry and cognitive development این پژوهش با هدف بازخوانی انتقادی نقش تسهیلگر در برنامه آموزش فلسفه برای کودکان و واسازی و بازسازی آن با نگاهی به رویکرد عاملیت انسان، انگاره «ره یار فکری» را ارائه داده است.در برنامه آموزش فبک، تسهیلگر صرفاً در نقش های روش‌محور، همانند برگزار کننده حلقه کندوکاو، تضمین کننده گفتگو و فاقد نقش اساسی در تحقق اندیشیدن کودک، و بدون اهتمام در تنظیم گری محتوایی قرار می‌گیرد که نقش او را به یک ناظر منفعل فرو می کاهد و در عمل زمینه گفت‌وگوهای کودکانه و لفاظی های بی حاصل را فراهم می‌آورد.در مقابل، وفق انگاره مربی عامل در رویکرد عاملیت انسان، ره یار فکری با قائل شدن مسئولیت های آموزشی و پرورشی برای خویش در قبال کودک و جامعه،می کوشد عمل فکرورزی مستقل کودک را با تأمین مبادی سه گانه عمل اندیشیدن (یعنی شناخت، میل و اراده) ممکن و محقق سازد.بر این پایه، ره یار فکری با حفظ اصل تعامل ناهمتراز با کودکان،علاوه بر سازماندهی و تسهیل گفت‌وگو،با آموزش محتوای معتبر و متناسب با زیست جهان کودکان،و با راه بری بحث فکری، بستری برای تمرین فکرورزی و تسهیل تفکر مستقل فراهم می سازد.اندیشیدن مستقلانه ای که کشف حقیقت و سپس پایبندی به آن را در کانون توجه خود دارد.

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 17 1 2026 07 23 The impact of digital storytelling technology on creative thinking and communication skills of primary school students in bilingual areas تاثیر فناوری قصه‎گویی دیجیتال برتفکر خلاق و مهارت‌های ارتباطی دانش‌آموزان دوره ابتدایی مناطق دوزبانه 10668 10.30465/fabak.2026.10668 FA مریم جلالی کارشناسی ارشد رشته تکنولوژی آموزشی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران بهمن یاسبلاغی شراهی استادیار گروه علوم تربیتی دانشگاه اراک، اراک، ایران. 0000-0001-5641-7110 رحیم مرادی استادیارگروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران Journal Article 2024 05 19 The present study was conducted with the aim of investigating the impact of digital storytelling technology on creative thinking and communication skills of primary school students in bilingual areas of Sosengard city. The current research design was semi-experimental with a pre-test-post-test design with control and follow-up groups. The statistical population of this research was all the sixth grade elementary students of Sosangerd city. Sampling was done in an available manner; The sample included 20 people who were randomly placed in two groups (experimental group of 10 people and control group of 10). The research tools included Peter Hani's Creative Thinking Questionnaire (2014) and Manjemizadeh's Communication Skills Questionnaire (2014). To analyze the data in this research, descriptive and inferential statistics methods were first used. The results showed that there is a significant effect between the experimental and control groups in the components of creative thinking (p=0.003), in other words, the difference between the scores of the two groups indicated that digital storytelling technology on creative thinking (expansion, flexibility, initiative and fluency) of students has been effective. Also, the results showed that there is a significant effect between the experimental and control groups in the components of cooperation, assertiveness, restraint and behavioral skills (p=0.001). It can be concluded that digital storytelling technology can strengthen communication skills and creative thinking. Keywords: Creative thinking, communication skills, bilingual students' essay, digital storytelling. Introduction: Language acquisition and development are pivotal in children’s cognitive, social, and emotional growth. Mastery of language skills—reading, writing, listening, and speaking—enables children to engage meaningfully with their environment, facilitating learning and communication. However, in bilingual communities where the mother tongue differs from the official or instructional language, children often face unique linguistic challenges. These challenges can hinder their academic achievement and social integration, particularly if they receive formal education primarily in a language different from their home language. Susangerd County represents such a bilingual region where students predominantly speak a local dialect at home but attend schools where Persian is the medium of instruction. Research indicates that traditional storytelling is a powerful educational tool that fosters language skills and social development in children by enhancing vocabulary, imagination, and critical thinking. With the rise of digital technology, storytelling has evolved into digital storytelling—a method that integrates multimedia elements such as audio, visuals, and interactivity to create immersive narratives. Digital storytelling has shown promise in engaging students, stimulating creativity, and improving communication abilities. This study aims to evaluate the impact of digital storytelling technology on the creative thinking and communication skills of bilingual sixth-grade students in Susangerd County, thereby providing insights into innovative pedagogical strategies that address bilingual education challenges. Materials and Methods: The study was designed as a semi-experimental investigation employing a pretest-posttest control group design. The target population comprised all sixth-grade bilingual students in Susangerd County during the 2021–2022 academic year. Due to logistical constraints, a convenience sampling technique was employed to select a total of 20 students, who were then randomly assigned to either an experimental group (n=10) or a control group (n=10). The experimental group received instruction incorporating digital storytelling technology over a defined intervention period, while the control group continued with traditional teaching methods without exposure to digital storytelling. Two standardized questionnaires were utilized to assess the dependent variables: the Peter Honey Creative Thinking Questionnaire (2005), which measures four components of creative thinking—elaboration, flexibility, originality, and fluency—and the Monjami Zadeh Communication Skills Questionnaire (2012), which evaluates communication skills across four dimensions—cooperation, assertiveness, self-control, and behavioral skills. Data collection occurred at two points: prior to the intervention (pretest) and following the intervention (posttest). Statistical analyses included descriptive statistics (means and standard deviations) and inferential statistics, specifically paired-sample t-tests and independent-sample t-tests, to compare pretest and posttest scores within and between groups. The significance level was set at p < 0.05. Discussion and Results: Analysis of the data revealed significant improvements in both creative thinking and communication skills in the experimental group compared to the control group. Specifically, the experimental group showed marked gains in all four components of creative thinking. Scores on elaboration—reflecting the ability to expand ideas in detail—significantly increased (p=0.003), suggesting that digital storytelling stimulated students’ capacity to develop complex and vivid narratives. Flexibility, the skill to approach problems and ideas from multiple perspectives, also improved substantially, indicating enhanced cognitive adaptability. Originality, which measures the novelty of ideas, showed significant enhancement, revealing that the multimedia storytelling environment encouraged innovative thinking. Fluency, or the ease of producing ideas, similarly increased, demonstrating a boost in students’ ability to generate multiple concepts quickly. Communication skills also improved significantly in the experimental group. Cooperation, or the ability to work effectively with others, was enhanced, likely due to the collaborative aspects of digital storytelling projects. Assertiveness, reflecting confidence in expressing ideas and feelings, increased, possibly due to the empowering nature of creating and presenting personal stories through digital media. Self-control, indicating regulation of emotions and behaviors, showed improvement, which could be attributed to the structured and interactive learning environment provided by the technology. Behavioral skills, encompassing appropriate social behaviors and responsiveness, also increased, highlighting the role of digital storytelling in social skill development. The control group did not exhibit significant changes in either creative thinking or communication skills, underscoring the positive effect of the digital storytelling intervention. These findings align with previous research demonstrating that integrating multimedia storytelling in educational settings enhances language acquisition, creativity, and social skills. Digital storytelling’s multimodal approach offers diverse sensory inputs and interactive opportunities that traditional methods lack, making it particularly effective for bilingual students who may struggle with language barriers. Conclusion: The present study demonstrates that digital storytelling technology is a valuable pedagogical tool that significantly enhances creative thinking and communication skills in bilingual elementary students. By merging traditional storytelling with modern multimedia elements, digital storytelling creates an engaging and motivating learning environment that encourages students to express themselves creatively and interact socially. These improvements are crucial for bilingual students who face challenges adapting to a school language different from their mother tongue. Incorporating digital storytelling into bilingual education curricula can bridge linguistic gaps, foster academic success, and support socio-emotional development. Educational policymakers and teachers are encouraged to adopt digital storytelling as a complementary teaching strategy, particularly in bilingual and multicultural contexts. Future research should explore long-term effects of digital storytelling interventions and its applicability across different age groups and educational settings. پژوهش حاضر باهدف بررسی تاثیر فناوری قصه‎گویی دیجیتال برتفکر خلاق و مهارت‌های ارتباطی دانش‌آموزان دوره ابتدایی مناطق دوزبانه انجام شد. طرح پژوهش حاضر از نوع نیمه آزمایشی با طرح پیش‎آزمون-پس‎آزمون با گروه کنترل و پیگیری بود. جامعه آماری این پژوهش کلیه دانش‌آموزان ابتدایی پایه ششم شهرستان سوسنگرد بودند. نمونه گیری به شیوه در دسترس انجام شد؛ نمونه شامل20 نفر که به صورت تصادفی دردوگروه (گروه آزمایش 10 نفر و کنترل 10 ) جایگذاری شدند. ابزار پژوهش شامل پرسشنامه تفکر خلاق پیتر هانی (1384)و پرسشنامه مهارت‌های ارتباطی منجمی‌زاده (1391) بود. برای تجزیه‌وتحلیل داده‌ها از روش‌های آمار توصیفی و استنباطی استفاده شد. نتیجه تحقیق نشان داد بین گروه آزمایش و کنترل در مؤلفه‌های تفکر خلاق تاثیر معناداری وجود دارد (003/0 p=) به عبارت دیگر تفاوت بین نمرات دو گروه بیان کننده این مطلب بود که فناوری قصه‎گویی دیجیتال بر تفکر خلاق (بسط، انعطاف پذیری، ابتکار و سیالی) دانش‌آموزان تاثیر گذار بوده است. همچنین نتایج نشان داد بین گروه آزمایش و کنترل در مؤلفه‌های همکاری، قاطعیت، خویشتن‌داری و مهارت رفتاری تاثیر معناداری وجود دارد (001/0p= ) . می توان نتیجه گرفت فناوری قصه‎گویی دیجیتال می‌تواند باعث تقویت مهارت‌های ارتباطی و تفکر خلاق شود.

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 17 1 2026 07 23 The Effect of the Six Thinking Hats Technique on the Critical Thinking Skills of fourth grade Elementary Students according to Academic Performance تاثیر فن شش کلاه تفکر بر مهارت تفکر انتقادی دانش‌آموزان پایه چهارم ابتدایی بر حسب عملکرد تحصیلی 10897 10.30465/fabak.2026.10897 FA الهام رامشینی کارشناسی ارشد برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران 0000-0001-9034-7275 مرضیه دهقانی دانشیار، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران 0000-0001-5328-2732 مهدی بدلی استادیار، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران 0000-0001-5988-3635 Journal Article 2025 01 10 Many studies show that De Bono's Six Thinking Hats training method guides people to improve their critical thinking skills. Therefore, the current research was carried out in order to "investigate the effectiveness of the six thinking hats technique on the critical thinking skills of fourth grade elementary students in the three dimensions of creativity, cognitive maturity and mental engagement"; In addition, the effect of this method on the critical thinking of three categories of students (strong-medium-weak) was investigated. One school was selected from the population of fourth grade elementary school girls in district 15 of Tehran, and two fourth grade classes were randomly assigned to the experimental and control groups. The research method was quasi-experimental with pre-test and post-test. Ricketts (2003) critical thinking questionnaire was used to measure students' critical thinking. Educational intervention in the form of six thinking hats technique was carried out in 12 60-minute training sessions for the experimental group. The results of the multivariate covariance analysis (MANCOVA) test showed that the six thinking hats have an effect on improving students' critical thinking in the three dimensions of creativity, cognitive maturity, and mental engagement. There is no significant difference between strong and average students as well as average and weak students. But there is a significant difference between strong and weak students. In general, it can be said that the technique of six thinking hats improves critical thinking skills in the three dimensions of creativity, cognitive maturity, and mental engagement according to students' academic performance. Keywords: critical thinking, six hats of thinking, effectiveness, academic performance, fourth grade. Introduction Nowadays, the main goal of primary education is not only teaching reading, writing and the courses defined in the educational system, but teaching how to use thinking skills, including creative and critical thinking, in facing the rapid changes of the modern world, is necessary to cultivate lifelong learners. Critical thinking is a cognitive process that combines the ability to interpret, analyze, and evaluate information, arguments, and experiences with a set of attitudes, skills, and abilities to guide thoughts, beliefs, and actions. Teaching students critical thinking has been developed by teachers around the world in different ways. The six thinking hats concept presented by De Bono (1995) is one example that has inspired a wide range of critical and creative thinking training programs. The Six Thinking Hats technique is an attractive strategy that forces students to think and discuss a problem from different perspectives and includes thinking processes to solve problems, decision-making, and mental processes necessary to benefit from education, such as comparison, evaluation, justification, and inference. The characteristic of each of the thinking hats is as follows: white hat thinking (facts): white hat includes passive issues and forms. With this hat, facts are explored in the form of facts and statistics without any judgment. Red hat thinking (emotions): The red hat emphasizes emotional insights, sudden discoveries, and emotional and non-rational aspects. This hat is a suitable tool for pouring out feelings and emotions. Black hat type thinking (limitations): By wearing this hat, negative but real aspects, limitations, problems, bottlenecks and pessimistic facts related to a phenomenon or issue are expressed. Yellow hat thinking (benefits): With this hat, positive and optimistic but realistic aspects related to a phenomenon are examined. Green hat thinking (creativity): Green hat is used to express new and creative opinions, ideas and solutions. Blue hat type of thinking (management): The blue hat performs the task of managing, controlling and organizing the other five types of thinking. By wearing this hat, a person evaluates and organizes the thoughts of other people. . It seems that the effect of six hats on the critical thinking of students who are different in terms of academic performance (strong, average and weak) has not been investigated so far. Therefore, the main goal of this research is to investigate the effectiveness of the six thinking hats technique on the critical thinking skills of the fourth grade students in the three dimensions of creativity, cognitive maturity, and mental involvement, according to the students' academic performance. Materials & Methods The current research is an applied research in terms of its purpose; Also, in terms of method, it is a quantitative research of semi-experimental type with a pre-test and post-test design with an experimental group and a control group. The statistical population of this research includes all fourth grade female students in district 15 of Tehran in the academic year 2022-2023, which includes 25 primary schools, 53 classes and 1550 students. The sampling method in this research is a random cluster. Azadi Primary School, which had 2 fourth grade classes, was selected among the 25 girls' primary schools of the second period of the 15th education district of Tehran. Due to the selection of the real classroom unit as the control and experimental groups, the number of students in the experimental and control groups was 30 and 31, respectively. In order to collect data, Ricketts (2003) critical thinking questionnaire was used. This tool has 33 questions and includes 3 subscales. The intervention was that six thinking hats were taught in the experimental group in 12 one-hour sessions for 3 months. This research was carried out in the second round of the academic year 2022-2023, and in the data analysis, the report cards of the first round were used to divide the students into three categories: weak, medium and strong. It should be noted that in the implementation of the six thinking hats technique, students were not categorized and their division was done only in data analysis. Discussion & Result According to the findings, the Six Thinking Hats technique is effective in improving students' critical thinking skills in the three components of creativity, psychology, and mental engagement. There is no significant difference between strong and average students as well as average and weak students (p < 0.05) on the effect of the six thinking hats technique on students' critical thinking skills based on their academic performance. But this difference is significant between strong and weak students (p<0.05). Conclusion The six thinking hats technique improves students' critical thinking. By creating an organized structure for discussion, this technique helps students to examine the topic from different angles and express their ideas clearly and reach conclusions.This teaching method is most useful for strong students who have basic critical thinking skills. Strong students can use the Six Thinking Hats technique to explore concepts more deeply and provide more detailed analysis. Weaker students can benefit from it in developing basic critical thinking skills. پژوهش حاضر به منظور " بررسی اثربخشی فن شش کلاه تفکر بر مهارت تفکرانتقادی دانش‌آموزان پایه چهارم ابتدایی در سه بعد خلاقیت، بلوغ‌شناختی و درگیری ذهنی" اجرا شد؛ ضمنا تاثیر این روش بر تفکر انتقادی سه دسته از دانش‌آموزان (قوی- متوسط- ضعیف) مورد بررسی قرار گرفت. از جامعه دانش‌آموزان دختر پایه چهارم ابتدایی منطقه 15 شهر تهران، یک مدرسه با روش خوشه‌ای انتخاب شد و به طور تصادفی دو کلاس پایه چهارم در گروه‌ آزمایش و گواه قرار گرفتند. روش پژوهشی از نوع شبه‌آزمایشی با پیش‌آزمون و پس‌آزمون بود. برای اندازه‌گیری تفکر انتقادی دانش‌آموزان از پرسشنامه تفکر انتقادی ریتکس (2003) استفاده شد. مداخله آموزشی در قالب تکنیک شش کلاه تفکر در 12 جلسه آموزشی 60 دقیقه‌ای برای گروه آزمایش انجام شد. یافته‌های حاصل از آزمون تحلیل کواریانس چندمتغیری (MANCOVA) نشان داد که فن شش کلاه تفکر بر بهبود تفکر انتقادی دانش‌آموزان در سه بعد خلاقیت، بلوغ‌شناختی و درگیری ذهنی، تاثیر دارند. میزان تاثیر فن شش کلاه تفکر بر مهارت تفکر انتقادی بر اساس عملکرد تحصیلی، در بین دانشآموزان قوی و متوسط و همچنین دانشآموزان متوسط و ضعیف تفاوت معناداری وجود ندارد؛ اما بین دانشآموزان قوی و ضعیف تفاوت معنادار است.

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 17 1 2026 07 23 Evaluating the Forty Children Story Collection for Use in Philosophy for Children (P4C) and Philosophy for Parents (P4P) Programs ارزیابی مجموعه داستانی «چهل کودک»، برای به کارگیری در برنامه های فلسفه برای کودکان و فلسفه برای والدین 14083 10.30465/fabak.2026.52478.2470 FA مسعود صفایی مقدم استادگروه علوم تربیتی،دانشگاه شهیدچمران اهواز،اهواز،ایران 0000-0002-5843-0148 سید‌منصور مرعشی استادگروه علوم تربیتی،دانشگاه شهیدچمران اهواز،اهواز،ایران سیمین آرمنده کارشناس ارشد، رشته آموزش تفکر به کودکان و نوجوانان، دانشگاه شهید چمران اهواز،اهواز، ایران 0009-0006-0831-0363 Journal Article 2025 07 17 Matthew Lipman’s Philosophy for Children (P4C) program emphasizes the use of stories to cultivate critical, creative, and caring thinking in children. Gareth Wartenberg argues that these aims can be strengthened through a complementary Philosophy for Parents (P4P) program. Drawing on the conceptual frameworks of both approaches, this study examines the extent to which Dr. Mostafa Moein’s Forty Children story collection satisfies four criteria: philosophical adequacy, literary adequacy, psychological adequacy, and realism/plausibility. A mixed-method content analysis (qualitative and quantitative) was conducted on 36 stories. The findings revealed the strongest alignment with the psychological (86.1%) and realism/plausibility (88.8%) criteria. By contrast, only 41.6% of the stories fully met the philosophical criterion by presenting complex, dialogical situations suitable for philosophical inquiry, while 52.7% demonstrated sufficient literary quality in terms of structure, language, and narrative coherence. Overall, the findings indicate that Forty Children has considerable potential for use in both P4C and P4P. Furthermore, stories that may be less appropriate for classroom-based P4C can still support philosophical dialogue within family contexts through P4P because of their high level of realism. The collection therefore provides a shared resource for integrating child- and family-centered philosophical inquiry. Keywords: Philosophy for Children; Philosophy for Parents; Children's Literature; Content Analysis; Forty Children Story Collection Introduction Matthew Lipman’s Philosophy for Children (P4C) has long emphasized the central role of stories in stimulating philosophical inquiry and cultivating critical, creative, and caring thinking. Rather than transmitting philosophical concepts directly, Lipman regarded children’s literature as a pedagogical medium through which learners encounter authentic intellectual problems, engage in dialogue, and collaboratively construct meaning. Consequently, the educational value of a story depends not only on its literary quality but also on its capacity to provoke questioning, encourage multiple interpretations, and support sustained philosophical discussion. While Lipman primarily focused on classroom-based philosophical inquiry, Thomas E. Wartenberg later argued that the development of children’s thinking should not be confined to schools. Drawing on years of experience in philosophy with children, he proposed the complementary Philosophy for Parents (P4P) program, which extends philosophical dialogue into family life and encourages parents to participate actively in reflective conversations with their children. In Wartenberg’s framework, stories remain the primary educational resource; however, greater emphasis is placed on realism, emotional authenticity, and situations that naturally emerge within parent–child interactions. Stories depicting believable family experiences can therefore become valuable catalysts for philosophical dialogue at home, even when they are less suitable for structured classroom inquiry. Despite the growing interest in philosophical education, previous evaluations of children’s literature have predominantly relied on Lipman’s criteria and have rarely examined the extent to which literary works may simultaneously support both P4C and P4P. This omission represents an important gap because stories that possess limited philosophical complexity for classroom discussions may nevertheless facilitate meaningful philosophical conversations in family settings. Addressing this gap, the present study investigates Dr. Mostafa Moein’s Forty Children story collection by integrating the conceptual frameworks of both Lipman and Wartenberg. Specifically, it evaluates whether the stories satisfy four essential criteria—philosophical adequacy, literary adequacy, psychological adequacy, and realism/plausibility—and examines their potential applicability in both educational contexts. Materials and Methods This study employed a mixed-method content analysis combining qualitative interpretation with quantitative assessment. The research corpus consisted of all thirty-six stories included in Dr. Mostafa Moein’s Forty Children collection. A comprehensive analytical framework was developed by synthesizing Lipman’s criteria for philosophical children’s literature with Wartenberg’s emphasis on realism and family-oriented philosophical dialogue. Each story was systematically examined according to four evaluation criteria. Philosophical adequacy assessed the extent to which the narratives presented conceptual ambiguity, multiple perspectives, philosophical tensions, and opportunities for sustained inquiry. Literary adequacy focused on narrative coherence, language quality, characterization, plot development, and aesthetic value. Psychological adequacy evaluated the developmental appropriateness of the stories, including their relevance to children’s cognitive, emotional, and social characteristics. Finally, realism and plausibility, derived primarily from Wartenberg’s theoretical perspective, examined whether the stories portrayed believable situations capable of stimulating authentic philosophical conversations within everyday family life. The qualitative analysis identified the strengths and weaknesses of each story in relation to these four dimensions, while the quantitative phase calculated the proportion of stories that adequately satisfied each criterion. Integrating qualitative interpretation with descriptive quantitative findings enabled a comprehensive evaluation of the collection’s educational potential within both Philosophy for Children and Philosophy for Parents programs. Discussion & Results The findings reveal considerable variation across the four evaluation criteria. The strongest performance was observed in realism and plausibility (88.8%), indicating that the overwhelming majority of the stories depict believable experiences, recognizable social interactions, and emotionally authentic situations. Such characteristics enhance the stories’ capacity to stimulate philosophical conversations rooted in children’s everyday lives and family experiences, making them particularly appropriate for Wartenberg’s Philosophy for Parents framework. Similarly, psychological adequacy (86.1%) received a high rating, demonstrating that most stories correspond well with children's developmental characteristics, emotional needs, and cognitive capacities. The narratives generally present situations that children can understand, relate to, and discuss meaningfully, thereby creating favorable conditions for reflective dialogue. By contrast, philosophical adequacy emerged as the weakest dimension. Only 41.6% of the stories fully satisfied this criterion by presenting sufficiently complex conceptual conflicts, open-ended questions, and multiple interpretive possibilities capable of sustaining philosophical inquiry in a classroom community of inquiry. Many stories instead offered relatively straightforward moral lessons or resolved conflicts too explicitly, thereby reducing opportunities for collaborative philosophical exploration. From Lipman’s perspective, such narratives provide fewer occasions for children to formulate questions, challenge assumptions, or investigate competing viewpoints through dialogue. The evaluation of literary adequacy (52.7%) yielded moderate results. Although many stories demonstrate coherent plots and accessible language, others exhibit limitations in narrative complexity, characterization, or stylistic richness. Since literary quality influences children's engagement and the depth of philosophical discussion, strengthening these features could substantially improve the educational effectiveness of the collection. Perhaps the most significant contribution of the present study lies in demonstrating that the educational value of children's literature depends on the theoretical framework adopted for evaluation. Stories receiving relatively low scores according to Lipman’s philosophical criteria should not automatically be regarded as educationally inadequate. Instead, many of these same stories possess qualities—particularly realism, emotional credibility, and familiar family situations—that make them highly suitable for Wartenberg’s P4P program. Consequently, the findings suggest that philosophical complexity is not the sole determinant of a story’s educational usefulness. Realistic narratives can effectively promote reflective dialogue between parents and children, fostering philosophical thinking in everyday family contexts even when they are less effective within formal classroom communities of inquiry. This complementary perspective broadens existing approaches to evaluating children's literature by recognizing that different educational environments require different narrative characteristics. Rather than treating P4C and P4P as competing models, the findings indicate that they can function as mutually reinforcing approaches supported by the same literary resource. Conclusion The present study demonstrates that Dr. Mostafa Moein’s Forty Children story collection possesses substantial educational potential for promoting philosophical inquiry in both school and family contexts. Although fewer than half of the stories fully satisfy Lipman’s criteria for philosophical inquiry in classroom settings, the collection performs exceptionally well regarding psychological appropriateness and realism, two characteristics that strongly support philosophical dialogue within families. These findings suggest that evaluating children’s literature exclusively through the lens of Philosophy for Children provides only a partial understanding of its educational value. Incorporating Wartenberg’s Philosophy for Parents framework offers a broader perspective by recognizing the significance of realistic, emotionally meaningful narratives in facilitating parent–child philosophical conversations. Accordingly, stories that may appear pedagogically limited within classroom communities of inquiry can still contribute significantly to philosophical education when used in family settings. The study therefore proposes that Forty Children should be viewed as a shared educational resource capable of supporting both P4C and P4P. This integrated perspective extends current approaches to evaluating philosophical children's literature and provides practical guidance for educators, parents, curriculum developers, and authors seeking to promote philosophical thinking across both formal and informal educational environments. Future research may examine the effectiveness of implementing the collection in actual classroom and family contexts to determine how its educational potential is realized in practice. لیپمن در برنامه آموزش فلسفه به کودکان (فبک) بر نقش داستان در پرورش تفکر انتقادی، خلاق و مراقبتی تأکید می‌کند. وارتنبرگ نیز تحقق کامل این اهداف را در گرو اجرای برنامه آموزش فلسفه به والدین و بزرگسالان به‌عنوان مکمل فبک می‌داند. پژوهش حاضر با رویکردی تحلیلی و بر پایه چارچوب نظری این دو برنامه، میزان انطباق مجموعه داستانی چهل کودک اثر دکتر مصطفی معین را با چهار معیار کفایت فلسفی، کفایت ادبی، کفایت روان‌شناختی و واقع نمایی بررسی کرده و ظرفیت آن را برای استفاده در هر دو برنامه ارزیابی کرده است. بدین منظور، ۳۶ داستان مجموعه با استفاده از روش تحلیل محتوای کیفی–کمی تحلیل شدند. یافته‌ها نشان داد که داستان‌ها از نظر کفایت روان‌شناختی (۸۶/۱ درصد) و واقع‌گرایی (۸۸/۸ درصد) بیشترین انطباق را دارند، در حالی که تنها ۴۱/۶ درصد آنها از کفایت فلسفی کامل و ۵۲/۷ درصد از کفایت ادبی مطلوب برخوردارند. نتایج نشان می‌دهد که چهل کودک ظرفیت قابل‌توجهی برای به‌کارگیری در هر دو برنامه دارد. همچنین، برخی داستان‌هایی که از منظر فلسفی برای فبک کفایت کمتری دارند، به دلیل واقع‌گرایی و نزدیکی به تجربه‌های زیسته خانواده، می‌توانند در برنامه آموزش فلسفه به والدین به‌طور مؤثر مورد استفاده قرار گیرند. ازاین‌رو، این مجموعه می‌تواند بستری مشترک برای پیوند و تکمیل دو برنامه آموزشی فراهم سازد.

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 17 1 2026 07 23 Examining the philosophical adequacy of the story 'The Little Black Fish' for the community of philosophical inquiry (CPI) from the perspective of controlling aggressive attitudes in children بررسی کفایت فلسفی داستان ماهی سیاه کوچولو برای حلقه کندو کاو از منظر کنترل نگرش پرخاشگرایانه کودکان 10881 10.30465/fabak.2026.52423.2469 FA آذین دخت غلامی کارشناس ارشد روانشناسی تربیتی، دانشگاه یاسوج، یاسوج، ایران. 0009-0004-5012-6848 ناصر نوشادی دانشیار برنامه‌ریزی درسی، گروه علوم تربیتی و روانشناسی، دانشگاه یاسوج. یاسوج، ایران. 0000-0002-8499-1184 Journal Article 2025 07 10 . This article aims to investigate the ability of the P4C Reading of the Little Black Fish (Mahi Koucholou-ye Siyah) story by Samad Behrangi. The current research aimed to measure philosophical adequacy in two studies. In the first study, the effectiveness of the Little Black Fish story on children's aggression was measured. The research method was semi-experimental with pre-test & post-test, a control group, and a follow-up group. The experimental group was taught philosophy to children during 9 sessions of 120 minutes, but the control group did not receive any intervention. Eysenck and Wilson's Children's Aggressive Attitude Scale designed for elementary school, was used as a tool. The subjects included sixth-grade students in the academic year 2023-2024. Data analysis was done using the covariance analysis (ANCOVA) method. The second study examined the philosophical adequacy of the story in terms of both form and content. The findings revealed that The Little Black Fish significantly influenced children’s aggressive attitudes (Ƞ^2 = .17). Additionally, the results indicated philosophical inadequacies in the story’s content and form. Both studies indicated that the story of the little black fish has philosophical inadequacies from the point of view of controlling aggression in the community of philosophical inquiry. منطق تاسیس برنامه آموش فلسفه برای کودکان (فبک) توسط لیپمن کنترل پرخاشگری کودکان از طریق داستان‌خوانی بود. برخی پژوهش‌ها بر خوانش فبکی؛ و برخی دیگر بر خوانش پرخاشگرایانه داستان ماهی سیاه تاکید کرده‌اند. عمده پژوهشها به روش توصیفی و بدون پشتوانه تجربی بودند. از این رو، در پژوهش حاضر دو مطالعه صورت گرفت: در مطالعه اول، اثر داستان ماهی سیاه کوچولو بر میزان پرخاشگری کودکان به روش نیمه‌آزمایشی و با پیش‌آزمون-پس‌آزمون، و گروه کنترل مورد سنجش قرار گرفت. به گروه آزمایش طی 9 جلسه 120 دقیقه‌ای آموزش فلسفه برای کودکان داده شد؛ اما گروه کنترل هیچ مداخله‌ای دریافت نکرد. مقیاس نگرش پرخاشگری کودکان آیزنک و ویلسون که برای دوره ابتدایی طراحی شده بود به عنوان ابزار استفاده شد. آزمودنی‌ها شامل دانش‌آموزان پایه ششم ابتدایی در سال تحصیلی 1402-1403 بودند. تجزیه و تحلیل داده‌ها با استفاده از روش تحلیل کواریانس(آنکوا) انجام شد. در مطالعه دوم، کفایت فلسفی (محتوا و فرم) داستان ماهی سیاه کوچولو از منظر کنترل نگرش پرخاشگرایانه مورد بررسی قرار گرفت. یافته‌های مطالعه اول نشان دادند که داستان ماهی سیاه کوچولو تاثیر معناداری بر افزایش نگرش پرخاشگرانه کودکان داشت (Ƞ^2=.17). و یافته-های مطالعه دوم، حاکی از پرخاشگری در محتوا و فرم(شکل) داستان ماهی سیاه کوچولو بود.

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 17 1 2026 07 23 The Effectiveness of the Philosophy Education Curriculum for Children on Emotional Self-Regulation and Psychological Flexibility of Students اثربخشی برنامه درسی آموزش فلسفه برای کودکان بر خودتنظیمی هیجانی و انعطاف‌پذیری روان‌شناختی دانشآموزان 10896 10.30465/fabak.2026.10896 FA محمدجواد فرهادی‌پور کارشناسی ارشد، گروه آموزش ابتدایی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران محمود نوری دکتری تخصصی، گروه علوم تربیتی، واحد بندرعباس، دانشگاه آزاد اسلامی، بندرعباس، ایران 0009-0004-6318-7594 حبیبه زارع کارشناسی ارشد، گروه علوم تربیتی، واحد ارسنجان، دانشگاه آزاد اسلامی، ارسنجان، ایران زینب محمدی کارشناسی ارشد، گروه ریاضی و تحقیق در عملیات، واحد گناباد، دانشگاه فردوسی مشهد، ایران محمدکاظم زراعت‌کار دانشجوی دکتری، گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران Journal Article 2024 12 06 The purpose of this research was to determine the effectiveness of the philosophy education curriculum for children on emotional self-regulation and psychological flexibility of students. This research was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population of the study was female elementary school students in Shiraz city in the academic year 2021-2022. From this population, a sample of 30 people was selected using a random cluster sampling method and randomly assigned to two experimental and control groups. Data collection tools included The Affective Style Questionnaire (ASQ) and the Wisconsin Card Sorting Test (WCST). Data analysis was performed using multivariate analysis of covariance in software (SPSS version 24). Data analysis showed that the philosophy curriculum for children led to significant differences between groups in psychological flexibility and emotional self-regulation (P<0.05). According to the findings, the philosophy curriculum for children has been able to give students the ability to improve their psychological flexibility and emotional self-regulation processes. Keywords: Teaching philosophy for children, psychological flexibility, emotional self-regulation, Curriculum, Students Introduction The primary school period is considered one of the most sensitive and influential stages of the educational system worldwide, as it plays a fundamental role in the cognitive, emotional, and social development of children. During this period, students are experiencing rapid changes mentally, physically, and emotionally, and face challenges such as increased autonomy, emotional fluctuations, and exposure to new concepts. Therefore, accurately recognizing children's developmental characteristics and responding to their needs is a fundamental necessity for parents, teachers, and the education system. One of the factors that can influence how children develop during this age period is emotional self-regulation. According to theories of emotional development such as Gross's (1998) emotion regulation model, children's ability to manage their emotions plays an important role in their mental health and social adjustment. Emotional self-regulation, as a key component of psychological development, helps children identify, evaluate, and express their emotions in an adaptive manner. Cognitive flexibility is another key component of executive functions that emerges and develops significantly during childhood. This ability refers to the mind's ability to regulate and change cognitive and behavioral actions in response to environmental feedback. Several intervention approaches have been used to improve children's cognitive and emotional functioning, one of the most prominent of which is the philosophy curriculum for children. Students, especially in elementary school, are considered one of the most sensitive and vulnerable groups in society, and their mental health plays a fundamental role in shaping social health and educating the future generation. Meanwhile, two important psychological components, namely emotional self-regulation and cognitive flexibility, are key factors in children's emotional development, social adaptation, and academic success. Lack or weakness in these skills can lead to problems in individual, family, and educational dimensions, including increased anxiety, decreased resilience, academic failure, and disruption in social relationships. Therefore, the present study was designed to investigate the effectiveness of the philosophy curriculum for children on emotional self-regulation and cognitive flexibility of elementary school students, in order to respond to this scientific gap and pave the way for the development of educational approaches based on the comprehensive development of children. Materials & Methods The method of this research was quasi-experimental with a pre-test-post-test design with a control group. The statistical population of this research consisted of all female elementary school students in Shiraz in the academic year 2021-2022. To determine the sample size of the research, Gall et al. (2012) have proposed a rule according to which, for experimental and quasi-experimental research, 15 people are recommended for each of the experimental and control groups. Therefore, it was predicted that a sample of 30 people (15 people for each group) would be selected from this population using random cluster sampling method and divided into two experimental and control groups. The method of selecting the statistical sample was as follows: First, one school was randomly selected from among the elementary schools in Shiraz city, and 30 students were selected considering the entry and exit criteria and randomly assigned to two experimental and control groups. The inclusion criteria for the subjects in this study were: the student's education in the fifth and sixth grades, the satisfaction of school officials and the student's parents, and the student's willingness to participate in the training course. The exclusion criteria were also determined as not completing homework and being absent for more than two sessions during the training. Discussion & Result The first finding of the study showed that the philosophy curriculum for children led to an increase in the average scores of participants in the experimental group in cognitive flexibility and its dimensions, including persistence error and total error, compared to the control group. Therefore, it can be argued that the philosophy curriculum for children is effective on cognitive flexibility (error of persistence and total error) in elementary school students. The second finding of the study showed that implementing a philosophy education program for children had a significant effect on emotional self-regulation components and led to a decrease in concealment, an increase in compromise, and an improvement in tolerance in elementary school students. Conclusion The present study, like other scientific studies, has limitations that must be considered when interpreting and generalizing the results. These limitations can be classified into two general categories: methodological and scope limitations, and implementation and operational limitations. According to the research results, it is suggested that the philosophy education program be implemented for children in other educational levels and for male students as well to examine the generalizability of the results. Also, the use of clinical tools such as interviews can help to more accurately assess emotional and psychological dimensions. Considering the theoretical foundations related to emotional development and the available empirical evidence, it is suggested that teaching philosophy to children be used as an effective approach in promoting emotional self-regulation and psychological flexibility in elementary schools. This program fosters emotional growth and psychological adjustment in students by strengthening critical thinking, dialogue, and empathy. Its implementation in the form of educational workshops or supplementary curriculum programs can be used by psychologists, counselors, and teachers as a preventive strategy against psychological and behavioral problems. هدف‌ این پژوهش‌، تعیین‌ اثربخشی برنامه درسی آموزش فلسفه برای کودکان بر خودتنظیمی هیجانی و انعطاف‌پذیری روانشناختی دانشآموزان‌ بود. این‌ پژوهش‌ از نوع‌ مطالعه‌ شبه‌تجربی‌ با طرح‌ پیش‌آزمون‌-پس‌آزمون‌ و گروه‌ کنترل‌ بود. جامعه‌ آماری پژوهش‌ دانش‌آموزانِ‌ دختر ابتدایی‌ شهر شیراز در سال‌ تحصیلی‌ 1401-1400 بود. از این‌ جامعه‌، نمونه‌‌ای به‌ حجم‌ ٣٠ نفر به‌ روش‌ نمونه‌گیری خوشه‌ای تصادفی‌ انتخاب‌ و به‌ تصادف‌ در دو گروه‌ آزمایش‌ و کنترل‌ جایگزین‌ شدند. ابزار جمع‌‌آوری اطلاعات‌ شامل‌ پرسشنامه سبک‌‌های عاطفی (ASQ)‌ و آزمون‌ دسته‌‌بندی کارت‌های ویسکانسین (WCST)‌ بود. تجزیه‌ و تحلیل‌ داده‌ها با استفاده‌ از تحلیل‌ کوواریانس‌ چندمتغیری در نرم‌افزار (SPSS نسخه 24) انجام‌ شد. تحلیل‌ داده‌‌ها نشان‌ داد که‌ برنامه درسی آموزش فلسفه برای کودکان مجنر به‌ تفاوت‌ معنی‌دار بین‌ گروه‌ها در انعطاف‌‌پذیری شناختی‌ و خودتنظیمی‌ هیجانی‌ شده‌ است‌ (٠٥/٠P<). با توجه‌ به‌ یافته‌‌ها، برنامه درسی آموزش فلسفه برای کودکان توانسته‌ است‌ به‌ دانش‌‌آموزان‌ این‌ توانایی‌ را بدهد که‌ فرایندهای انعطاف‌‌پذیری شناختی‌ و خودتنظیمی‌ هیجانی‌ خود را بهبود دهند.

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 17 1 2026 07 23 Studying the impact of digital advertising on children's creative thinking (Case study: children's products) مطالعه تاثیر تبلیغات دیجیتالی بر تفکر خلاق کودکان (مطالعه موردی : محصولات کودکانه) 10484 10.30465/fabak.2025.49945.2385 FA شادی گرجی دوز دانشجوی کارشناسی ارشد، مدیریت بازرگانی، گرایش بازاریابی، گروه مدیریت بازرگانی، واحد تهران غرب، دانشگاه آزاد اسلامی، تهران، ایران. عباس اسدی استادیار، گروه مدیریت بازرگانی، بازاریابی، واحد ورامین-پیشوا، دانشگاه آزاد اسلامی، ورامین، ایران ماه منیر بیاناتی استادیار، گروه بازاریابی، واحد ورامین-پیشوا، دانشگاه آزاد اسلامی، ورامین، ایران Journal Article 2024 09 09 Objective: Children all over the world have become an important and unique segment in the market for every category of goods, from toys and clothing to mobile phones, computers and even financial services. With this in mind and considering the main objective of the research, which is "the impact of digital advertising on children's creative thinking", the present study was conducted. Method: The research method of the present study is descriptive in terms of purpose and analytical study type. A questionnaire and Likert scale were used to measure the research indicators. This tool was examined and confirmed using face and convergent validity and Cronbach's alpha and composite reliability. The statistical population of this study included 300 managers, experts, professors and experts in the field of digital advertising and educational products and creative educational aids for children and parents. Based on the Cochran formula method, the sample size was 169 people selected based on the random sampling method, who finally completed the research questionnaire. Findings: The results of the study show; . Psychological and social effects are significantly related to innovation. User interaction is significantly related to innovation. Positive attitude is significantly related to innovation. Innovation is significantly related to children's creative thinking. Psychological and social effects are significantly related to children's creative thinking through innovation. User interaction is significantly related to children's creative thinking through innovation. Positive attitude is significantly related to children's creative thinking through innovation. Conclusion: Digital advertising today uses a variety of media, including social networks, websites, digital games, and online educational programs, to convey messages to children. These messages not only include advertising information about specific products, but are also able to shape children's motivations, desires, and behavioral patterns. This can directly or indirectly affect their creative thinking and innovation. Keywords: Psychological effects of digital advertising, Social effects of digital advertising, Digital advertising innovation, User interaction in digital advertising, Attitude in digital advertising. Given that children worldwide have emerged as a distinct and influential consumer segment across various product categories—from toys and fashion to technology and financial services—this study aims to examine the impact of digital advertising on the development of children’s creative thinking. The research method of the present study is descriptive in terms of purpose and analytical study type. A questionnaire and Likert scale were used to measure the research indicators. This tool was examined and confirmed using face and convergent validity and Cronbach's alpha and composite reliability. The statistical population of this study included 300 managers, experts, professors and experts in the field of digital advertising and educational products and creative educational aids for children and parents. Based on the Cochran formula method, the sample size was 169 people selected based on the random sampling method, who finally completed the research questionnaire. The results of the study show; . Psychological and social effects are significantly related to innovation. User interaction is significantly related to innovation. Positive attitude is significantly related to innovation. Innovation is significantly related to children's creative thinking. Psychological and social effects are significantly related to children's creative thinking through innovation. User interaction is significantly related to children's creative thinking through innovation. Positive attitude is significantly related to children's creative thinking through innovation. Conclusion: Digital advertising today uses a variety of media, including social networks, websites, digital games, and online educational programs, to convey messages to children. These messages not only include advertising information about specific products, but are also able to shape children's motivations, desires, and behavioral patterns. This can directly or indirectly affect their creative thinking and innovation. هدف: کودکان در سراسر جهان برای هر دسته از کالاها، از اسباب بازی‌ها و پوشاک گرفته تا تلفن‌های همراه، رایانه‌ها و حتی خدمات مالی، به یک بخش مهم و منحصر به فرد در بازار تبدیل شده‌اند. با این نگاه و با توجه به هدف اصلی تحقیق که «تاثیر تبلیغات دیجیتالی بر تفکر خلاق کودکان» می‌باشد، تحقیق حاضر انجام شده است. روش: روش تحقیق پژوهش حاضر از نظر هدف، توصیفی و از نوع مطالعه تحلیلی می باشد. از ابزار پرسشنامه و طیف لیکرت برای اندازه‌گیری شاخص‌های تحقیق استفاده شده است. این ابزار با با استفاده از روایی صوری و همگرا و پایایی ضریب الفاکرونباخ و ترکیبی مورد بررسی قرار و تایید گردید. جامعه آماری این پژوهش شامل 300 نفر از مدیران، کارشناسان، اساتید و خبرگان در حوزه تبلیغات دیجیتالی و محصولات آموزشی و کمک آموزشی خلاقانه کودکان و والدین بوده است. براساس روش فرمول کوکران حجم نمونه به تعداد 169 نفر براساس روش نمونه گیری تصادفی انتخاب که در نهایت پرسشنامه تحقیق را تکمیل کرده‌اند. یافته‌ها: نتایج حاصل از پژوهش نشان می‌دهد؛ . آثار روانی و اجتماعی با نوآوری ارتباط معناداری دارد. تعامل با کاربر با نوآوری ارتباط معناداری دارد. نگرش مثبت با نوآوری ارتباط معناداری دارد. نوآوری با تفکر خلاق کودکان ارتباط معناداری دارد. آثار روانی و اجتماعی با تفکر خلاق کودکان از طریق نوآوری ارتباط معناداری دارد. تعامل با کاربر با تفکر خلاق کودکان از طریق نوآوری ارتباط معناداری دارد. نگرش مثبت با تفکر خلاق کودکان از طریق نوآوری ارتباط معناداری دارد. نتیجه‌گیری: تبلیغات دیجیتالی امروزه از رسانه‌های متنوعی شامل شبکه‌های اجتماعی، وب‌سایت‌ها، بازی‌های دیجیتال و برنامه‌های آموزشی آنلاین استفاده می‌کند تا به کودکان پیام‌هایی را انتقال دهد. این پیام‌ها نه تنها شامل اطلاعات تبلیغاتی درباره محصولات خاص هستند، بلکه قادرند انگیزه‌ها، خواسته‌ها و الگوهای رفتاری را نیز در کودکان شکل دهند. این امر می‌تواند به طور مستقیم یا غیرمستقیم، بر تفکر خلاق و نوآوری آنها تأثیر بگذارد.

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 17 1 2026 07 23 Teaching Persian consonant and vowel phonemes in an e-learning context: Comparing the effectiveness of teaching methods based on reminders and lectures آموزش واج‌های صامت و مصوت زبان فارسی در بستر یادگیری الکترونیکی: مقایسه اثربخشی روش‌های تدریس مبتنی بر یادیارها و سخنرانی 10541 10.30465/fabak.2026.10541 FA مرجان معصومی فرد دانشیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران مهدیه مشغولی کارشناس ارشد برنامه ریزی درسی، دانشگاه پیام نور، تهران، ایران Journal Article 2023 05 08 Abstract: The aim of the present study is to compare the teaching method based on reminders and the teaching method of lectures in e-learning of consonant and vowel phonemes of Persian language for first grade elementary school students in Urmia. The research method is semi-experimental with two groups of pre-test and post-test. The statistical population includes 17,410 first grade elementary school students in Urmia in the academic year 1401-1402, of which 60 people were selected by multi-stage cluster sampling method. The first group was trained by the lecture method and the second group by the reminder-based method. The research tool was a teacher-made spelling test based on consonant and vowel phonemes, whose face and content validity was approved by 5 Persian language education experts, and its reliability was also 0.8 by Cohen's Kappa method. For data analysis, the analysis of variance test was used using SPSS 24 software. The findings showed that there was a significant difference between the two teaching methods in the post-test. The effect size of the statistical tests showed that the effectiveness of the teaching method based on reminders in electronic learning of consonant and vowel phonemes is greater than the lecture method. Keywords: Persian language, Mnemonic-based teaching method, Lecture-based teaching method, E-learning, Consonant phonemes, Vowel phonemes Introduction The rapid growth of information and communication technologies (ICT) has transformed education and promoted e-learning as a modern way to improve teaching quality. Yet, Persian language instruction—particularly for first graders—still depends on traditional methods like lecturing and rote memorization, which often fail to engage young learners or suit digital learning contexts. Limited reading and writing skills at this age make passive instruction ineffective. Recent educational trends, especially after the COVID-19 pandemic, highlight the importance of interactive and multisensory approaches for teaching Persian phonemes. A gap remains in understanding how technology-based methods can better support phoneme learning. Mnemonic-based instruction has emerged as a promising cognitive strategy, associating abstract language elements with visual or auditory symbols and memory aids. Studies by Najafvand (2024), Noushad (2015), Gholami Pahlavan (2020), and Boyers (2024) confirmed that mnemonics strengthen memory, reading comprehension, and spelling accuracy by engaging multiple senses. This evidence suggests that mnemonic techniques could enhance outcomes in e-learning environments where active participation and multimodal processing are crucial. Hence, this study aimed to compare the effectiveness of mnemonic-based and lecture-based teaching in e-learning of Persian phonemes to first-grade students, helping improve educational design and practice. Materials & Methods This applied, quantitative research was conducted using a quasi-experimental pretest–posttest design with a control group. The population included 17,410 first-grade students in Urmia’s schools (2023–2024 academic year). Through multistage cluster sampling, two districts and two schools were selected, and one class per school was chosen. Sixty students participated, randomly assigned to an experimental group (mnemonic-based method) and a control group (lecture-based method), each comprising thirty learners. Instructional activities lasted eight sessions focusing on consonant and vowel phonemes. The assessment instrument was a teacher-made spelling test approved by five experts, whose reliability (α = 0.8) showed acceptable consistency. Data were analyzed using SPSS 24 and Analysis of Covariance (ANCOVA) to evaluate differences between methods while controlling for pretest scores. Discussion & Result The findings revealed that the mnemonic-based teaching method significantly improved students’ phoneme learning compared with the lecture-based approach (p ≤ 0.05). Learners taught with mnemonics performed better in memory retention, recognition accuracy, and motivation. The method’s effectiveness derives from repetition, visual and auditory association, and the integration of imagery with verbal explanation, creating multisensory learning experiences. By contrast, the lecture method encouraged passive listening, resulting in lower interaction and weaker recall. These outcomes are consistent with prior national and international research, confirming that mnemonic techniques boost engagement, attention, and creativity and facilitate deep, meaningful learning. Despite the method’s success, limitations included a small sample size restricted to Urmia’s first graders and reliance on teachers’ creative implementation. Thus, generalization should be cautious. Future research should explore broader samples and diverse educational contexts to enhance reliability and applicability. Conclusion Mnemonic-based instruction proved significantly more effective than lecturing for electronic learning of Persian phonemes. This approach strengthens memory and attention through visual and auditory cues, repetition, and active participation, making learning both engaging and lasting. The study recommends integrating mnemonic strategies into Persian language curricula—particularly for elementary e-learning—to improve phoneme acquisition and learner motivation. Further research across different age groups and regions will help validate and expand these findings within Iran’s evolving digital education system. هدف پژوهش حاضر، مقایسه‌ی اثربخشی دو روش تدریس مبتنی بر یادیارها و سخنرانی در یادگیری الکترونیکی واج‌های صامت و مصوت زبان فارسی در دانش‌آموزان پایه اول ابتدایی شهر ارومیه است. روش پژوهش نیمه‌تجربی با طرح پیش‌آزمون-پس‌آزمون و گروه کنترل می‌باشد. جامعه‌ی آماری شامل ۱۷۴۱۰ نفر از دانش‌آموزان پایه اول ابتدایی در سال‌تحصیلی ۱۴۰۲–۱۴۰۱ بود که با توجه به گستردگی جامعه‌آماری ۶۰ نفر با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب و به‌صورت تصادفی در دو گروه ۳۰ نفری آزمایش و کنترل گمارش شدند. گروه آزمایش با روش تدریس مبتنی بر یادیارها و گروه کنترل با روش سخنرانی آموزش دیدند. ابزار گردآوری داده‌ها شامل آزمون املای معلم‏‌ساخته بر پایه واج‌های صامت و مصوت بود که روایی صوری و محتوایی آن توسط پنج متخصص تأیید و پایایی آزمون با آلفای کرونباخ ۰٫۸ محاسبه شد. داده‌ها با استفاده از نرم‌افزار SPSS24 و آزمون تحلیل واریانس تجزیه‌وتحلیل گردید. نتایج نشان داد تفاوت معنی‌داری میان دو گروه در پس‌آزمون وجود دارد و اندازه‌ی اثر نیز نشانگر اثربخشی بیشتر روش مبتنی بر یادیارها نسبت به سخنرانی است. بدین‌ترتیب، استفاده از یادیارها در محیط‌های یادگیری الکترونیکی می‌تواند موجب ارتقای کیفیت آموزش زبان فارسی در پایه‌ اول ابتدایی و تحول در رویکردهای آموزشی نسل‌های جدید آلفا و بتا شود.

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 17 1 2026 07 23 The effectiveness of teaching philosophy for children Program at moral maturation in female first secondary school students اثربخشی برنامه آموزش فلسفه‌برای‌کودکان بر بلوغ‌اخلاقی دانش‌آموزان دختر متوسطه اول 10071 10.30465/fabak.2026.10071 FA الهه ملاابراهیم لو دانشجوی دکتری روانشناسی تربیتی، دانشگاه تبریز، تبریز، ایران. شهرام واحدی استاد گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران. علی ایمانزاده دانشیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران رحیم بدری گرگری استاد گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران Journal Article 2023 12 05 The study sought to evaluate the influence of the Philosophy for Children (P4C) program on the moral development of students. Employing a quasi-experimental approach with a pre-test and post-test control group design, the research focused on female lower secondary students in Khoy enrolled in the 2022-2023 school year. Through multi-stage cluster sampling, 38 students from five different schools were selected, with 19 students assigned to the experimental group and 19 to the control group. The curriculum included Iranian narratives with philosophical content, such as Masnavi and The Conference of the Birds, which were presented to the experimental group over fifteen 45-minute sessions. The study conceptualized moral maturity as encompassing three dimensions: moral cognition, moral identity, and moral competence. These dimensions were assessed using the Moral Cognition Questionnaire by Swanson and Hill (1993), the Moral Identity Questionnaire by Aquino and Reed (2002), and the Moral Competence Questionnaire by Hannah and O'Leary (2010). Data analysis involved single-variable and multi-variable covariance analysis. The findings suggest that the P4C program enhanced moral cognition and its sub-components, moral identity and its sub-components, and moral competence. Consequently, P4C appears to be an effective method for fostering moral maturity in students by creating a space for open philosophical dialogue within a research community context and utilizing narratives rich in philosophical content. Introduction Paying attention to the mental, physical, moral and spiritual health of students is of particular importance because the health of society depends on the health of its members. Today, more than ever, children and adolescents need to learn and internalize moral principles and benefit from them in their daily lives; for this reason, bringing students to a level of moral maturity, in addition to formal education in various subjects, can be one of the goals of education and upbringing. Moral maturity is one of the most important capacities that, by covering cognitive and motivational structures, is an important predictor of moral performance (Karataş & Sarıcam, 2016). Achieving moral maturity and its growth and development are very important and necessary, especially for adolescents who are at a critical stage of their lives. The main mission of moral maturity is to help individuals choose and carry out moral behaviors (Hassan-Niya and Sheikh-e-Islami, 2019). The core of Piaget's moral theory is moral reasoning, but the individual's behavior may contradict his moral reasoning, or despite sufficient knowledge about good and bad actions and behaviors, he may still face challenges and difficulties in acting morally; for this reason, we increasingly see people who commit immoral acts such as breaking the rules, cheating on exams, lying, aggression, etc.; therefore, moral reasoning alone cannot be a guarantee for acting morally. It seems that there is another variable between moral cognition and performance that is a bridge between moral judgment and action (Abbasi et al., 2018); Blasi calls this concept moral identity. Moral identity means personal self-concept and adherence to moral values and principles (Hardy, 2010), which is the motivation to act morally in behavior. Ethical behavior is the result of the mutual integration of different ethical components (Hardy & Carlo, 2011) and moral identity only provides the necessary motivation to perform ethical behavior, but it is not a sufficient condition. Individuals need to monitor the information used in decision-making situations about how to act and recognize the correct behavior (Sadler-Smith, 2012) and assess the accuracy of the information. This capacity that monitors moral cognition is called metacognition and affects individuals' behavior by enriching existential thoughts with better self-knowledge (Parsai et al., 1400). An often overlooked point is that even having a high moral identity and metacognition may not lead to ethical performance simply because the individual does not have enough self-confidence to perform the behavior; Moral efficacy is the third component of moral maturity (Hasan-Nia and Sheikh-Al-Islami, 2010) which enables individuals to provide the necessary measures for moral performance, along with moral metacognition and moral identity, and to be able to have moral behavior. The sum of the components of moral metacognition, moral identity, and moral efficacy is known as moral maturity. So far, numerous methods have been used to teach morality and its development, and due to the importance of moral education, there is a need to use effective and new methods and tools to promote the moral maturity of students. Over the past few decades, a new paradigm in teaching thinking has been proposed by Lippmann under the title of "Philosophy Education Program for Children" and is becoming one of the most common methods of cultivating thinking around the world. The goal of this program is not to philosophize, but rather to engage the child's mind in the form of stories and challenge them by visualizing the complexity of moral action in daily life (Sharp, 1995), thereby strengthening their ability in moral issues (Salmi et al., 2018), reasoning skills, intelligence, and most importantly, critical thinking skills so that children and adolescents learn how to adapt appropriately to situations. The Philosophy for Children (PFC) program was designed by Lipman in 1968. His goal in designing this program was to develop children's thinking ability and wanted children to become more thoughtful, logical, flexible, and considerate people (Norouzi et al., 2015). Materials & Methods The present research method is quasi-experimental and pre-test and post-test with a control group. The statistical population of the research included all female students of the first year of high school in Khoy city who were studying in the academic year 1401-1402. Using the multi-stage cluster sampling method, 38 students were randomly selected as samples from among the students of five schools; using the Gpower software, the required sample size for each group was calculated as 19 students. Moral maturity consists of moral metacognition, moral identity, and moral efficacy components, which were measured using the moral metacognition questionnaires of Swanson & Hill (1993), moral identity questionnaire of Aquino & Reed (2002), and moral efficacy questionnaire of Hannah & Avolio (2010). The philosophy education program for children in this study is an educational package consisting of a number of Iranian stories (stories from the fifth book of Rumi's Masnavi and Mantiq al-Tayr by Attar) with philosophical themes and subtext (appropriate to the dependent variables) that play a significant role in developing the imaginative and thinking dimension. The training package was validated using expert validation (CVR value of 0.99) before implementation and was implemented in fifteen sessions by an experienced educational psychologist who had completed the Philosophy for Children program facilitation courses. The duration of the training sessions was approximately 45 minutes. Discussion & Result In order to investigate the effectiveness of the philosophy education program for children on students' moral maturity, multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance (ANCOVA) tests were used. According to the results of the research, the philosophy education program for children led to a significant difference between the experimental and control groups in the moral metacognition variable (〖Partial η〗^2=0.88, p<0.001, F=42.570) and its components including person (〖Partial η〗^2=0.77, p<0.001, F=56.245), task (〖Partial η〗^2=0.31, p<0.001, F=30.33) and strategy (〖Partial η〗^2=0.61, p<0.001, F=49.112), and the moral metacognition of the experimental group increased. Also, the philosophy education program for children significantly increased moral identity and its components including internalization (〖Partial η〗^2=0.407, p<0.001, F=511.49) and symbolization (〖Partial η〗^2=0.260, p<0.001, F=241.25) in the experimental group compared to the control group. Also, the philosophy education program for children resulted in a significant difference between the experimental and control groups in the moral efficacy variable (〖Partial η〗^2=0.63, p<0.001, F=80.127). Conclusion The philosophy education program for children enables them to learn how to recognize the functions of the mind and brain, methods of developing and strengthening thinking, and optimal use of intellectual powers in a desirable manner, which leads to the development of cognitive skills, the ability to question, moral development, and self-control in them, as a result, the ability of these people to evaluate arguments, understand cause-and-effect relationships, discover and analyze concepts, and also draw correct conclusions from events is enhanced. By creating an attractive exploration opportunity around topics that engage the child's mind, this program, in addition to developing the power of thinking and pondering on issues, leads to reflective thinking, collaborative thinking, a sense of adequacy in producing and cultivating ideas, and moral responsibility (Asl-Marz et al., 2018). In the present study, adolescents, with the help of stories and discussions, became familiar with the moral values and moral norms of society and interacted with them with respect for the beliefs and rights of their peers. Adolescents who can distinguish between good and evil, recognize social norms, and understand the rights of others are more likely to develop and take steps toward moral maturity in moral skills, that is, understanding the values of others and society and transforming them into a form of social behavior. Philosophical thinking requires thinking about thinking, and a philosophy education program for children helps students learn to examine their thoughts, test the consistency of their thoughts with evidence and assumptions, and evaluate their relationships with everyday activities. These children and adolescents are more likely to evaluate their behaviors and, if they recognize them as unhelpful and immoral, to abandon them, and to choose moral activities based on their knowledge and experiences. The more knowledge a child or adolescent has about their moral duties, strategies, and cognitive abilities, the higher their moral metacognition and uses this information in their actions. An adolescent who has a better understanding of the goals, situations, and factors necessary to perform a moral act is more likely to demonstrate high levels of moral behavior than an adolescent who fails to fully understand the nature of a task (Swanson & Hill, 1993); therefore, in the philosophy education program for children, individuals place themselves in story situations, discuss and reason about the story, evaluate and think deeply about the moral situation, and make decisions about moral actions and behaviors, and ultimately their moral metacognition grows. Meanwhile, philosophy for children is a type of education that combines philosophical methods and content with pragmatic ideas of the research community in order to acquire thinking skills, moral skills, social skills and perspectives necessary for a democratic citizen (Benisi and Mirzaei, 2017). In fact, through the philosophy education program, the research community is formed, thoughts are cultivated, creativity grows and moral principles, namely tolerance, tolerance and acceptance of ambiguity, find an objective manifestation. Therefore, in the PHBEC program, children and adolescents learn in practice that they need a criterion of measurement in the capacity of judgment and judgment and that rejecting or proving a theory without reason is not moral and acceptable, which causes the emergence of a kind of moral self in them. With this moral self and the individual's perception of his moral commitments, higher moral behaviors can be expected from him. Therefore, these adolescents have a high moral identity. The philosophy education program for children makes children and adolescents refuse to accept crude and unquestioning submission to any belief, as a result of which the socio-moral and ideological consequences of these submissions among them are reduced (Delbery et al., 2010). They become less fascinated by the opinions and attitudes of adults and important people in their lives, and the moral opinions of others can no longer be imposed on them. So that their moral behaviors become independent of the opinions of others and they achieve moral efficacy. این پژوهش با هدف بررسی اثربخشی برنامه آموزش فلسفه برای کودکان بر بلوغ اخلاقی دانشآموزان انجام شد. روش پژوهش نیمهآزمایشی با طرح پیشآزمون-پسآزمون با گروه کنترل بود. جامعه آماری این پژوهش را کلیه دانشآموزان دختر دوره اول متوسطه شهر خوی که در سال تحصیلی 1402-1401 مشغول به تحصیل بودند، تشکیل دادند. به عنوان نمونه 38 دانشآموز از پنج مدرسه انتخاب شده و 19 نفر در گروه آزمایش و 19 نفر در گروه کنترل گمارده شدند. روش نمونهگیری خوشهای چندمرحلهای بود. بسته آموزشی شامل تعدادی داستان ایرانی از کتابهای مثنوی مولانا و منطقالطیر عطار که مضامین فلسفی داشتند، بود که گروه آزمایش در پانزده جلسه 45 دقیقهای در معرض آن قرار گرفتند. بلوغ اخلاقی در این پژوهش از سه متغیر فراشناختاخلاقی، هویتاخلاقی و کارآمدیاخلاقی تشکیل شده است و برای اندازهگیری این متغیرها نیز از پرسشنامههای فراشناختاخلاقی سوانسون و هیل (1993)، پرسشنامه هویتاخلاقی آکوئینو و رید (2002) و پرسشنامه کارآمدیاخلاقی هانا و اولیو (2010)، استفاده شده است. دادهها با استفاده از تحلیل کوواریانس تکمتغیره و چندمتغیره مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که برنامه آموزش فلسفهبرایکودکان موجب افزایش فراشناختاخلاقی و مولفههای آن، هویتاخلاقی و مولفههای آن و کارآمدیاخلاقی شده است؛ در نتیجه P4C با فراهم آوردن محیطی برای بحثهای آزاد فلسفی در قالب اجتماعپژوهشی و با استفاده از داستانهای دارای مضامین فلسفی، میتواند در رشد بلوغاخلاقی دانشآموزان، موثر باشد.

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 17 1 2026 07 23 The Effectiveness of the Philosophy for Children program on Moral Judgment, Social Skills, and Behavioral Problems of Multi-Grade Students اثربخشی برنامه‌ی فلسفه برای کودکان بر قضاوت اخلاقی، مهارت‌های‌ اجتماعی و مشکلات رفتاری دانش‌آموزان کلاس چندپایه 10822 10.30465/fabak.2026.10822 FA ابوالقاسم یعقوبی استاد گروه روانشناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران 0000-0002-1949-6814 افشین افضلی استادیار گروه روانشناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران 0000-0001-5648-7282 حسین باجولوند کارشناسی ارشد روانشناسی تربیتی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران. 0009-0002-3146-9891 Journal Article 2024 09 20 This study aimed to investigate the effectiveness of Philosophy for Children (P4C) program on the moral judgment, social skills, and behavioral problems of students in multi-grade classrooms. This quasi-experimental study employed a pre-test-post-test control group design. The population consisted of all elementary school students in multi-grade classrooms in Dorud County during the 1402 - 1403 academic year. A sample of students was selected using a two-stage cluster sampling method and randomly assigned to experimental (n=18) and control (n=19) groups. Data were collected using a moral judgment test and a scale measuring social skills and behavioral problems. The experimental group received 10 sessions of P4C instruction using culturally relevant content. Data were analyzed using univariate and multivariate analysis of covariance and the non-parametric Quade test in SPSS version 29. Findings revealed that P4C significantly improved moral judgment, social skills, and its components. Additionally, the intervention significantly reduced Externalizing and Hyperactive Behavioral Problems but did not significantly affect Internalizing problems. Keywords: Philosophy for Children, Multi-Grade classroom, Moral Judgment, Social skills, Behavioral problems. Introduction To enable individuals to adapt more effectively to the societies in which they live, it is necessary for them to acquire a range of skills (Jelen, 2008). This, in turn, requires educational processes that cultivate children’s capacities for thinking, reasoning, judgment, and communication. In this regard, one of the fundamental concerns of contemporary education systems is the moral education of children (Khademi & Mehrevali, 2015). One of the key outcomes of moral education is the development of moral judgment (Erfani, 2018). Moral judgment refers to the extent to which an individual considers a specific behavior to be morally acceptable (Yaghoobi & Bayat, 2016) and denotes the ability to make morally justifiable decisions based on ethical values and norms, reflecting a process-oriented approach (Kim & Park, 2019). Piaget conceptualized moral judgment as a process dependent on cognitive development, emerging through children’s active interaction with their environment and becoming more sophisticated with increasing age (Piaget, 1932, cited in Khakpour & Mehrafarid, 2012). In contrast, Vygotsky emphasized the role of social interaction, arguing that what a child can accomplish today through cooperation with others, they will be able to perform independently tomorrow (Vygotsky, cited in Karimi, 2015a). Bandura further challenged Piaget’s stage-based perspective by demonstrating that exposure to behavioral models can accelerate moral development and moral judgment, thereby diminishing rigid boundaries between developmental stages (Bandura & McDonald, 1963). Taken together, these perspectives highlight the central role of peer interaction, observational learning, and the intentional design of educational environments in fostering children’s moral judgment. Within this context, the Philosophy for Children (P4C) program, grounded in the Socratic tradition and structured around the formation of a community of inquiry, provides a learning environment in which students develop higher-order thinking, reflective moral judgment, and social skills through interaction, collective reasoning, and engagement with diverse perspectives (Lipman, 1991; Kennedy, 2010). Research has shown that this program can positively influence moral judgment, social skills, and the reduction of behavioral problems; however, most existing studies have been conducted in single-grade classrooms, and its effectiveness in multigrade classrooms—characterized by age and gender diversity—has received limited attention. This is despite theoretical and empirical evidence suggesting that interaction within heterogeneous groups can offer richer opportunities for social, moral, and behavioral learning (Haynes, 2002; Cen et al., 2014). Materials & Methods The present study was applied in terms of purpose and employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of all students enrolled in multigrade classrooms at the second cycle of primary education (Grades 4, 5, and 6) in schools of Dorud County during the 1402–1403 academic year. Multigrade schools with fewer than 15 students in the target grades were excluded from the study. From the remaining eligible multigrade schools, two multigrade classes comprising 18 and 19 students (experimental and control groups, respectively), including Grades 4, 5, and 6 within a single classroom, were selected using a two-stage cluster sampling method. In the first stage, one rural district of Dorud County was randomly selected, and in the second stage, two eligible multigrade classes were randomly chosen from the villages within that district. Data were analyzed using univariate and multivariate analysis of covariance and the non-parametric Quade test in SPSS version 29. Data collection instruments included the Moral Judgment Test and the Social Skills Rating System. Following the administration of the pretest to both groups, participants in the experimental group received (P4C) instruction over ten 45-minute sessions (one session per week), while no instructional intervention was provided for the control group. At the conclusion of the intervention period, a posttest was administered to both groups. As previously noted, the content of the instructional sessions was developed based on prior qualitative research aimed at the cultural adaptation and localization of the P4C program stories. Discussion & Result Based on the results of the tests for normality, homogeneity of variances, and homogeneity of regression slopes, the assumptions of parametric analysis were met for the variables of moral judgment and social skills. However, the behavioral problem components namely Externalizing behaviors, Internalizing behaviors, and Hyperactivity did not meet the assumptions required for analysis of covariance and were therefore examined using nonparametric tests. The findings indicated that implementation of the Philosophy for Children program led to a statistically significant increase in moral judgment among students in multigrade classrooms compared with the control group (p < .01), with a large effect size accounting for 59% of the variance. In addition, P4C instruction had a significant positive effect on students social skills, with meaningful increases observed in Cooperation (33%), Assertion (43%), and Self-Control (54%) (p < .01). In the domain of behavioral problems, the program resulted in significant reductions in Externalizing behaviors and Hyperactivity (p < .01); however, no statistically significant effect was found for Internalizing behaviors (p > .05). Conclusion Overall, the results of this study indicate that the Philosophy for Children program, when implemented purposefully through philosophical inquiry communities in multigrade classrooms, can serve as an effective educational approach for promoting students’ moral, social, and behavioral development. The age- and gender-heterogeneous environment of multigrade classrooms does not function automatically; rather, in interaction with the dialogic and participatory pedagogy of P4C, it provides a context in which students are able to reconsider their moral reasoning, practice social skills, and replace impulsive and aggressive reactions with more adaptive behaviors. The multigrade classroom represents a potential capacity whose realization depends on deliberate, structured, and philosophically grounded intervention. Within this framework, P4C bridges thinking and action by guiding students away from superficial, outcome-based judgments toward principled, reflective, and responsible moral reasoning. At the same time, the lack of a significant effect on reducing internalizing problems indicates that short-term educational interventions, even when cognitively and socially enriched, are insufficient to modify internalized emotional difficulties such as anxiety and depression. This finding underscores the need for longer-term, more intensive, and multi-level interventions that incorporate family involvement and broader environmental support. Overall, Philosophy for Children in multigrade classrooms can be regarded as an innovative and transformative approach in education, with the potential to foster students’ holistic development, provided that its implementation is grounded in meaningful interactions, critical dialogue, and the intentional design of the learning environment. پژوهش حاضر با هدف تعیین اثربخشی برنامه‌ی فلسفه برای کودکان بر قضاوت اخلاقی، مهارت‌های اجتماعی و مشکلات رفتاری دانش‌آموزان کلاس چندپایه انجام شد. این پژوهش از نوع مطالعات نیمه تجربی با طرح پیش‌آزمون - پس‌آزمون با گروه کنترل بود. جامعه آماری شامل کلیه دانش‌آموزان کلاس‌های چندپایه دوره دوم مقطع ابتدایی شهرستان دورود در سال تحصیلی 1403-1402 بود. نمونه آماری شامل 37 دانش‌آموز بود که به روش نمونه‌گیری خوشه‌ای دو مرحله‌ای در دو گروه آزمایش (18) و گواه (19) جایگزین شدند. ابزار جمع‌آوری اطلاعات شامل آزمون قضاوت اخلاقی و مقیاس مهارت‌های اجتماعی و مشکلات رفتاری بود. گروه آزمایش به مدت 10 جلسه، آموزش فلسفه برای کودکان با استفاده از محتوای بومی را دریافت کرد. تجزیه و تحلیل داده‌ها نیز با استفاده از تحلیل کوواریانس تک متغیره و چند متغیره و تحلیل ناپارامتریک کواد در نرم‌افزار spss نسخه 29 انجام شد. یافته‌های تحقیق نشان داد که آموزش فلسفه به کودکان به طور معناداری موجب افزایش قضاوت اخلاقی و مهارت‌های اجتماعی و مولفه‌های آن شده است. به علاوه، نتایج نشان داد که این مداخله آموزشی موجب کاهش معنی‌دار مشکلات رفتاری برونزا و بیش‌فعالی شده اما اثر معنی‌داری بر مؤلفة مشکلات رفتاری درونزا نداشته است.

پژوهشگاه علوم انسانی ومطالعات فرهنگی تفکر وکودک 2383-0700 17 1 2026 07 23 An analytical look at the rewritten stories of Kalileh va Demneh in order to apply in philosophy for children program (case study: Ketabha ye Bandangoshti) نگاهی تحلیلی انتقادی به بازنویسی‌ داستان‌های کلیله‌ودمنه جهت استفاده در برنامه فلسفه برای کودکان (مطالعه موردی: کتاب‌های بندانگشتی) 10846 10.30465/fabak.2026.10846 FA عاطفه یوسفی دکتری زبان و ادبیات فارسی دانشگاه علامه طباطبایی، تهران، ایران سعید حمیدیان استاد زبان و ادبیات فارسی دانشگاه علامه طباطبایی، تهران، ایران سعید ناجی دانشیار گروه فبک پژوهشگاه علوم انسانی و مطالعات فرهنگی، تهران، ایران Journal Article 2024 07 25 The classical Persian texts, including verse & prose, include the prominent didactic works, such as Kalileh va Demneh, Golestan and Boustan, Marzbannameh etc. Because of the overloaded history of Persian literature, these texts have a very high literary acceptance; and since they have written with pedagogical and didactic goals, in the form of story, they contain numerous moral and social teachings. In this research which is reported in descriptive analytical method, the collection of Ketabha ye Bandangoshti, including ten stories of Kalile va Demneh, that is rewritten in order to apply in philosophy for children program, have been analyzed according to philosophical thinking standards and the special criteria of children literature. The review of these rewritings from the literary, philosophical and psychological perspectives, shows that the author did not adhere to the P4C storytelling standards and in some cases has violated the principles; and because of the lack of story elements and philosophical thinking criteria, some of rewritten stories have no literary adequacy and philosophical adequacy. Furthermore, due to the neglect of the age of the readers and the lack of congruence between the child moods and the theme of story, in several stories, psychological adequacy is not seen. Key words: Kalile va Demneh; rewrite; philosophy for children; philosophical story. Introduction: From ancient times to the present, stories have always played a prominent role in human life and may be as old as humanity itself. Stories have long existed in all cultures and languages, and were one of the best and simplest tools for communication between people in society. In the past, stories were mostly for entertainment and were rarely used for educational purposes. The goal of stories was never to challenge the audience and place them in moral and philosophical dilemmas; the only lesson of these stories was the struggle between good and evil and the ultimate eternal victory of good over evil. With human growth and changes in lifestyle, the complexity of stories and their scope of application gradually increased and broadened; to the extent that many political, mystical, religious, social, and moral teachings were expressed in the form of allegorical stories and anecdotes, and unique works such as Paradise Lost, Divine Comedy, Mathnavi ma’navi, Kalileh va Dmaneh, Golestan and Bustan, etc. were created.This indicates that stories have a special impact on their listeners that ordinary words cannot. It is because of high ability of stories that we can also use them for indirect education. Stories, with a coherent structure, narrate an imaginary event or series of events and share an experience with the reader as characters and motivations develop; this is what highlights the role of stories as educational tools. Materials & Method: In this paper which is reported in descriptive-analytical approach, the collection of rewritten stories, ketabhaye bandangoshti, were explored based on the findings of researchers & theorists in two fields of children's literature & philosophy for children. This collection which includes ten rewritten stories from Kalileh va demneh is analyzed in literary, philosophical and psychological perspective. Discussion & result: One of these educational areas that has expanded significantly in recent years is the philosophy program for children. Stories play an effective and prominent role in this program and are used as a powerful tool to encourage children to think. Because, as the founder of the FBC program, Matthew Lipman, states: Stories strengthen children’s tendency to ask questions, to think, and to understand. Stories provide children with criteria by which they can evaluate the affairs of this world. They bring together the pieces of experience and unite them into an illuminating whole. (Lipman, 1396: 182) Storytelling is like a model we apply to life, so that we can understand ourselves and our world. We can emerge from the darkness of our existence through stories. Stories have a real educational function. There is a further justification for the centerality of the narrative text. Motivation by itself is not enough. We can not assume that children walk into the classroom are able to do philosophy well. They need to know how to proceed, and one effective way to help them aquire thise procedural knowledge is to involve them intellectually as well as emotionally, in the lives of charactors who inact and model the processes of inquiry. (see Splitter & Sharp, 1995: 99) In the following research, we intend to analyze and examine a collection of ketabhaye bandangoshti that, according to the book's author, were adapted and rewritten from the stories of Kalila and Demna for use in the Philosophy for Children (p4c) program. The present research is an attempt to answer this question: Have the principles and criteria of the philosophical stories been observed in the adaptations of Persian classic texts? The purpose of this research is to investigate the extent to which the writers of the adapted stories adhered to the fictional criteria of P4C. Conclusion: According to research findings, These rewritten stories have received high marks in terms of linguistic editing and the suitability of the writing level to the reading abilities of children; however, the philosophical criteria have not been properly observed in them, and the average percentages in some components have not even reached half. The majority of these stories are not rewritten based on the criteria of the p4C, but are simply simplified and translated into modern language. In some cases, there is no connection between the subject and content presented in the story and the audience's emotions and needs, and the rewriting lacks psychological acceptability. متون کلاسیک فارسی اعم از نظم و نثر، دربردارندۀ آثار تعلیمی‌ برجسته‌ای همچون کلیله و دمنه، گلستان، بوستان، مرزبان‌نامه و ... است. در این میان، کلیله و دمنه به سبب سبک ویژۀ داستان‌پردازی و نیز شخصیت‌پردازی متفاوتش همواره مورد توجه مخاطبان بوده؛ و بازنویسی‌ها و اقتباس‌های بسیاری از روی آن برای کودکان و نوجوانان صورت گرفته است. در پژوهش حاضر که با روش توصیفی تحلیلی انجام شده است، مجموعه کتاب‌های بندانگشتی، شامل ده داستان از کلیله و دمنه- که طبق گفته مؤلف با هدف اجرا در برنامه فلسفه برای کودکان، بازنویسی شده است- برمبنای معیارهای تفکر فلسفی و ضوابط خاص داستان‌های کودک، تحلیل شده است. بررسی این بازنویسی‌ها از سه منظر مقبولیت ادبی، مقبولیت فلسفی و مقبولیت روان‌شناختی نشان می‌دهد نویسنده چندان پایبند به رعایت معیارهای داستانی فبک نبوده و در مواردی این اصول داستانی را نقض کرده است؛ و به علت عدم درج عناصر داستانی و مؤلفه‌های تفکر فلسفی، چندی از داستان‌های بازنویسی‌شده فاقد مقبولیت ادبی و مقبولیت فلسفی هستند. به علاوه، به علت بی‌توجهی به سن مخاطب و عدم برقراری تناسب میان روحیات کودک و مضمون، در برخی از داستان‌ها، مقبولیت روان‌شناختی دیده نمی‌شود.