children

This study seeks to identify and describe believable and probable scenarios about the future engagement of children in cyberspace from the perspective of futures studies. Children's and adolescents’ access to the Internet and network-based technologies is becoming increasingly prevalent. So explaining the key factors and uncertainties affecting this phenomenon requires a comprehensive insight into current and emerging trends and the change drivers. For this purpose, after reviewing several useful technological and social trends, using scenario-based planning methodology, questionnaire tools and expert panel, 28 effective factors, ten key factors, and five driver forces (with uncertainty) were identified. Then, structural analysis and scenario logic explanations have been performed by Micmac, Scenario wizards, and cross-impact matrix analysis. Accordingly, the four scenarios of “salmon in the pool”, “salmon in the river”, “guppy in the tank”, and “goldfish in the pond” have been identified and narrated for the future of Iranian children's engagement in cyberspace. The findings of this study provide a more comprehensive understanding of believable futures while emphasizing the importance of engaging and addressing the interests of audiences and the needs of stakeholders in designing relevant strategies and broadening the horizons of decision-makers toward future alternatives.

Background: Rapid modern world changes have impacted efforts to educate children with abilities and skills suitable for societal goals. Aims: The aim of the study was to investigate the effects of active video games and selected movement games on children’s physical literacy and self-concept. Materials and Methods: Sixty 8-12-year-old children from Ahvaz City were selected and assigned into three experimental and one control groups. Physical literacy and self-concept were assessed in pretest. The active video game group played Xbox Kinect bowling, athletics, tennis, soccer, volleyball, basketball games. The selected movement game group played researcher-designed games. The mixed game group engaged in both activities over 12 video and 12 movement game sessions for 8 weeks, with 30-minute per session. Data were analyzed by MANOVA and student t-test. Results: The results showed that active video games and selected movement games influenced children’s physical literacy and self-concept. Further, significant differences were found between the experimental groups' physical literacy and self-concept outcomes. The selected movement game and mixed game groups performed better in these measures than other groups. Conclusion: Results suggest parents and teachers consider implementing the selected movement games and active video games to bolster physical literacy and self-concept in children.

This study compares externalizing behavior disorders in overweight and normal-weight boys. The statistical population includes all the male students of elementary schools in Mashhad, who were selected using the cluster sampling method, six districts, and among the schools in this district, two boys' schools and a total of 222 students were selected as the research sample. Children's Behavior Checklist (CBCL) was used as a tool in this study. The results showed that, in general, there is a significant difference in externalizing behavior disorders between overweight and normal-weight boys (P<0.05), which is seen in conduct disorder and oppositional defiant disorder. In comparison, these two groups had no significant difference in attention deficit hyperactivity disorder (P<0.05). According to the results of the research, informing and changing the attitude of parents in preventing the occurrence of obesity and overweight and ultimately behavioral problems seems necessary, and since the deviation from normal weight is related to inappropriate and risky behaviors, early interventions and appropriate planning in this field is practical and necessary during the sensitive period of childhood.

Background: Media content plays a significant role in shaping behaviors, attitudes, and lifestyle choices, especially among children, a demographic that is highly impressionable and actively engaged with various media platforms.Aims: This article explores the role of media literacy in equipping children to critically evaluate media content that promotes unhealthy lifestyles, including poor dietary choices, sedentary behavior, celebrity worship and unrealistic body ideals.Methodology: This study employs a qualitative approach, synthesizing data from case studies, government reports, and peer-reviewed academic literature to explore the role of media literacy in fostering healthy lifestyle choices among children.Findings: The findings indicate that current media literacy education programs for children are insufficient, largely because they often fail to include parental education. Parents play a pivotal role as mediators of children’s media consumption, and their active participation in media literacy education strengthens the impact of such interventions. The article argues for an integrated media literacy curriculum targeting both children and parents to create a more comprehensive understanding of healthy lifestyle practices and critical media engagement. Recommendations for policy, educational frameworks, and family-centered interventions are proposed to address these gaps.Conclusions: We emphasize the importance of a holistic approach to media literacy that includes all involved people and bodies in promoting healthier lifestyle choices among children.

Objective: Participating in sports has many benefits for children, but sometimes there are some problems that make a series of worries and stress in their parents. Therefore, the current research was carried out to identify factors reducing parents’ stress while their children participate in sports activities.Methods:  The present study is practical in terms of its purpose and was conducted qualitatively via using the descriptive phenomenological method. The participants in the research consisted of university faculty members in the psychology department, sports psychologists, sports instructors, and parents in 2023. The sampling method was purposeful, and the interviews continued in a semi-structured manner up to number 14.Results: Effective Factors in reducing parents' stress during their children's participation in sports activities include 6 main contents: motivational awareness; factors relating to parents, children themselves, instructors, and peer groups; and the structure of sports places and clubs, which form a total of 48 sub-contents.Conclusion: Some of the most important themes expressed in the current research include proper interaction between parents, children, and club coaches, no verbal or physical violence by instructors towards elementary-aged children, and favorable relationships between children and their friends in the club.

This study aims to explore the role of neurofeedback in managing behavioral issues in children with exceptional needs. This qualitative research employed a phenomenological approach to gain deep insights into participants' experiences. A purposive sampling strategy was used to select 20 participants, including 8 parents, 5 neurofeedback practitioners, 4 educators, and 3 pediatric psychologists/psychiatrists. Data were collected through semi-structured interviews, which were audio-recorded and transcribed for analysis. Thematic analysis was conducted to identify and develop key themes from the data, ensuring credibility and reliability through member checking and peer debriefing. The study identified significant improvements in children's attention, emotional regulation, social interactions, academic performance, and overall well-being following neurofeedback therapy. Participants reported enhanced focus, reduced tantrums, better peer relationships, improved grades, and increased energy levels. Challenges included accessibility issues, therapy duration, individual differences in response, and technical difficulties. These findings align with previous studies demonstrating the efficacy of neurofeedback in managing behavioral issues in children with ADHD, ASD, and other developmental disorders. Neurofeedback shows promise as an effective intervention for managing behavioral issues in children with exceptional needs. However, challenges such as accessibility, therapy duration, and technical difficulties need to be addressed. Future research should focus on larger, more diverse samples, control groups, and long-term effects. Practical recommendations include increasing accessibility, tailoring treatment plans, and integrating neurofeedback with other therapeutic approaches for holistic child development.

This study aims to investigate the relationship between cognitive failures, sense of coherence, and academic resilience in children with speech impairments. The objective is to determine how cognitive and psychological factors predict resilience in this population. A cross-sectional design was employed, involving 376 children with speech impairments, aged 8 to 12 years. Participants were recruited from special education centers and mainstream schools. Academic resilience, cognitive failures, and sense of coherence were measured using the Academic Resilience Scale (ARS-30), Cognitive Failures Questionnaire (CFQ), and Sense of Coherence Scale (SOC-29), respectively. Pearson correlation analysis examined the relationships between variables, and linear regression analysis determined the predictive value of cognitive failures and sense of coherence on academic resilience. Data analysis was conducted using SPSS version 27. Descriptive statistics indicated moderate levels of academic resilience (M = 78.45, SD = 11.32) among participants. Cognitive failures (M = 43.29, SD = 9.87) negatively correlated with academic resilience (r = -0.56, p < .001), while sense of coherence (M = 65.14, SD = 10.45) positively correlated (r = 0.63, p < .001). The regression model was significant (F(2, 373) = 173.27, p < .001), explaining 48% of the variance in academic resilience (R² = 0.48). Cognitive failures (B = -0.45, p < .001) and sense of coherence (B = 0.59, p < .001) were significant predictors of academic resilience. The findings underscore the significant roles of cognitive failures and sense of coherence in predicting academic resilience in children with speech impairments. Interventions targeting cognitive improvement and psychological support can enhance resilience, thereby promoting better academic outcomes. Future research should explore longitudinal trajectories and the effectiveness of specific interventions to further support these children.

The objective of this study is to explore the social interaction patterns of children with speech disorders from the perspectives of their parents and teachers. This qualitative study employed semi-structured interviews to gather in-depth data from 20 participants, including 10 parents and 10 teachers of children aged 4-10 years diagnosed with speech disorders. Participants were selected through purposive sampling to ensure a diverse range of experiences. The interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis. The analysis focused on identifying common themes related to social interactions, communication strategies, and the emotional impact of speech disorders. Three main themes emerged from the data: the impact of speech disorders on social interactions, the role of the environment in social interaction, and strategies for facilitating social interactions. Children with speech disorders faced significant challenges in peer relationships, often experiencing social isolation and bullying. The home and school environments were critical in shaping social experiences, with teacher support and family encouragement playing pivotal roles. Parents and teachers employed various strategies, such as positive reinforcement, visual aids, and behavioral interventions, to support children's social interactions. Collaboration between parents and teachers was essential for providing consistent support. The study highlights the multifaceted nature of social interaction challenges for children with speech disorders and underscores the importance of supportive environments and collaborative strategies. Effective interventions require a comprehensive approach involving parents, teachers, and speech therapists. Future research should focus on larger, more diverse samples and include the perspectives of children with speech disorders to develop child-centered interventions. Practical recommendations include implementing inclusive practices in schools, enhancing parent-teacher collaboration, integrating speech therapy services into schools, and promoting community awareness to reduce stigma.

The objective of this study was to explore the nutritional challenges and eating habits of children with Sensory Processing Disorders (SPD) through qualitative analysis. The focus was on identifying specific sensory sensitivities, emotional and behavioral impacts, and effective management strategies to improve nutritional outcomes. This qualitative study involved semi-structured interviews with caregivers of 20 children aged 4-12 years diagnosed with SPD. Participants were recruited from pediatric therapy centers, support groups, and online forums. Data were collected until theoretical saturation was reached. The interviews were transcribed and analyzed using thematic analysis to identify key themes and patterns related to eating behaviors and nutritional challenges. The analysis revealed five main sensory challenges impacting eating habits: texture sensitivity, taste sensitivity, smell sensitivity, visual sensitivity, and temperature sensitivity. Emotional and behavioral impacts included mealtime anxiety, food refusal, and social isolation. Various strategies were employed by parents and professionals to manage these challenges, such as implementing food routines, gradual food exposure, and sensory integration therapy. The study also highlighted nutritional deficiencies and growth concerns associated with restricted diets in children with SPD, as well as success stories where tailored interventions led to improvements in eating habits and overall nutritional status. Children with SPD face significant sensory, emotional, and behavioral challenges that impact their eating habits and nutritional intake. Tailored interventions that address individual sensory profiles and involve a collaborative approach between parents, educators, and healthcare professionals are crucial for managing these challenges effectively. The study underscores the need for ongoing research and practical strategies to support better nutritional outcomes for children with SPD.

This study aimed to investigate the predictors of academic self-concept in children with hearing impairments, focusing on the roles of emotion socialization and grit. Understanding these relationships can inform interventions to support the academic success and well-being of these children. The study employed a cross-sectional design with a sample of 271 children with hearing impairments, selected based on the Morgan and Krejcie table. Participants were assessed using the Self-Description Questionnaire I for academic self-concept, the Coping with Children's Negative Emotions Scale for emotion socialization, and the Grit Scale. Data were analyzed using Pearson correlation to examine bivariate relationships and linear regression to evaluate the predictive power of emotion socialization and grit on academic self-concept, using SPSS-27. Descriptive statistics indicated moderately high levels of academic self-concept (M = 3.45, SD = 0.58), emotion socialization (M = 4.12, SD = 0.73), and grit (M = 3.89, SD = 0.65). Pearson correlation showed significant positive relationships between academic self-concept and both emotion socialization (r = 0.45, p < 0.001) and grit (r = 0.52, p < 0.001). The regression model was significant (F(2, 268) = 76.45, p < 0.001), explaining 36% of the variance in academic self-concept (R² = 0.36). Emotion socialization (B = 0.35, p < 0.001) and grit (B = 0.45, p < 0.001) were significant predictors of academic self-concept. The study found that both emotion socialization and grit are significant predictors of academic self-concept in children with hearing impairments. These findings suggest that interventions aimed at improving emotion socialization practices and fostering grit could enhance the academic self-concept of these children, supporting their academic success and overall well-being.