Mr Meysam Gholampour, Phd Hadi Pourshafei,
Volume 7, Issue 40 (3-2020)
Abstract
The Aim of this study is to investigate the perception of preschool teachers attached to rural primary schools about the challenges of these centers by phenomenological method. The statistical population of the study was all the instructors of these centers in Ghaenat city in South Khorasan province, in the academic year 2018-19. Based on purposive sampling, 17 of these trainers participated in this study. Data were collected through semi-structured interview tools. Data analysis was performed through thematic coding. To evaluate the reliability of the results, the review method was used by the participants and external auditors. Based on the findings; Results in 4 main categories and 11 axes; Coaches' perceptions of nature (unnecessary, compulsory, useful but annoying), micro-level challenges (coach-related challenges, content and training challenges), macro-level challenges (environmental, managerial, peer-to-peer challenges, and Parents) and the macro level (lack of support and lack of codified planning) were categorized. Finally, according to the results, education is better considering the importance of this course than training specialized instructors in the field of preschool children education and providing a well-organized organizational structure for this course to meet the challenges of these centers, especially in the regions. Rural and primary school annex centers.
Mehrnoosh Bahadori, Dr Hadi Hasehmi Razini, Dr Mehdi Arabzade, Khadijeh Jeirani,
Volume 17, Issue 51 (10-2025)
Abstract
Background: Storytelling has a special role in curriculum and provides real and practical experiences for the pupils. Purpose: The purpose of this study was to investigate the effect of storytelling based of skill training on anger control and reduction of behavioral problems in preschool children. Method: The purpose of this study was quasi-experimental with pre-test, post-test, and follow-up with control group. Statistical population is all preschool children. From the target population, 20 children with behavioral problems were selected using available questionnaire results and were randomly assigned into two experimental and control groups. The experimental group received twelve sessions of treatment program and the control group followed its normal schedule. Data were analyzed by repeated measures.Results: The results showed that storytelling based on skill training had a positive effect on the aggressive thoughts, feelings and behavior of preschool children. It also reduced behavioral problems in preschool children. The results of this study also showed that the positive effect of intervention on reducing behavioral problems and anger control was stable over time.
Conclusion: These findings show that storytelling is a simple, hassle-free and inexpensive way of teaching skills and intervention for preschool children.
