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The aim of this research is to search for a model for the curriculum planning of the parents' cultural capital growth and to facilitate the children's Progress in school. The correlation of the parent's cultural capital dimensions with the educational achivement of the students was studied, and an efficient plan for the growth of the family's cultural capital was designed, implemented and evaluated. The theoretical framework of this research is derived from Bourdieu theories. Basis on the Pierre Bourdieu's viewpoint, cultural capital has three subtypes: institutionalized, objectified, embodied. The research method is quasi-experimental and it has two evidence and test groups. The tool for gathering information in this research is the questionnaire for ascertaining the cultural capital elements and also the Baum rind questionnaire. Its validity was obtained 83% by the experts and specialists through conducting experiments on 30 persons. The statistical population consists of 54 families that are selected randomly from north and south of Tehran who their children were in grade 4 in high school. They were interviewed by professional interviewers and the experimental group participated in a training workshop for introducing families with cultural capital elements. Assumptions of the research were: 1) Training of parents influences their cultural capital (interest in the art works, music, painting and calligraphy and foreign language). 2) Training of parents influences their cultural capital (improvement of relationship with book, drawings, computer, media, camera, and library membership). 3)  Training of parents influences their cultural capital (participation in the courses that results in getting skill certificate). 4) Training of parents influences their way of child rearing. 5) Teaching the cultural capital elements to the parents influences their children's school achievement. For doing descriptive analysis of data, the statistics of frequency, mean and standard deviation, and for inferential analysis of data, the analysis method of one-way and co-variance (ANCOVA) were used. The findings showed that regular training of parents in the level of P environment for the children's educational success.

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The objective of this research is study the role of intercultural education through bicultural art experience for improving intercultural competence. For this, a phenomenological qualitative study designed aimed to introduce different aspects of Persian culture among 9 years old Brazilian children. It contained four steps: making interest, comparing two cultures, experiencing bicultural art creation and evaluating its durability. Triangulation of data as a method kind was used for the validity and reliability. Results indicates the influence of art experience on improving cultural understanding. Furthermore bicultural art experience was effective on shifting from denial stage, decreasing polarization significantly. It also increased the ability of minimization and acceptance. Finally, art experience caused durability of intercultural understanding among children.

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The main purpose of this study is to explain the components of the curriculum for job empowerment of mentally retarded children. The applied approach is qualitative and research synthesis, which was done. The results of this study showed that the general objectives of teaching mentally retarded children can be categorized into four categories: the comprehensive development of mentally retarded children; the establishment of useful and effective relationships with others; the acceptance of social responsibility; the economic adequacy; and, consequently, the content of the curriculum content for children Subjective mental retardation was presented. Also, the results showed that only one teaching method cannot meet the needs of the mentally retarded children in a comprehensive manner, so teachers can use different teaching methods and the method of functional measurement with the evaluation of effective reference criteria is the most effective method of evaluating the knowledge gained by these children.

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The purpose of this article was to investigate the possibilities of Musical Inquiry for use in P4C.the questions are:what is Musical Inquiry?What facilities does it provide for Music Education?the methodology is descriptive-analytical.the article uses the components of musical knowledge to design three methods of musical inquiry.the method of data acquisition was library research;study of classical music styles from1900to1950 and after1950.stimulies:two works by Cage,a work by Debussy,a work by Penderesky. Musical inquiry is a method to equip students with linguistic-cognitive abilities,with a combination of technical analysis and aesthetical experiences. Learning music by Inquiry, teaches the students how music acts as a social phenomenon;it provides them with the tools and concepts of musical terminology to give them the skill and power to talk about musical works. Activities with a combination of Social and Musical Inquiry are suggested to systematize historical concepts in the mind and increase student’s abilities to composing or arrangement.

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The present study was conducted to design a philosophy curriculum model for preschool children aged 3 to 5 years based on nine elements of Klein. To achieve this goal, has been used synthesis method in pattern design. The scope of research was documents in the field of philosophy for children which by purposive sampling 50 articles (25 Persian articles and 25 Latin articles) was selected. The philosophy curriculum model for children was designed based on nine elements of Klein. The findings of this study showes 13 main components of philosophy curriculum for children, which are: principles of philosophy for children, characteristics of philosophy for children, goals, attention to age, educational resources, stages of teaching philosophy, teaching methods, teacher characteristics, learning methods Learning activities, assessment methods, implications of the philosophy curriculum for the child.