چکیده:
The purpose of this research was to investigate the conceptual framework for developing family-centered early interventions for the cognitive functions of 3 to 5-year-old children in Yasuj. Using the convenience sampling method, the researchers analyzed all the foreign and domestic studies conducted until 2018. Also, the snowball sampling method was used to select ten experts to evaluate the components. The data were analyzed by thematic analysis using Nvivo software. Data analysis revealed four organizing themes, including attention, memory, language, and executive functions. Seventeen basic themes that constituted the organizing themes were extracted to develop a family-centered intervention program for cognitive functions. The basic themes were maintaining attention, sustained attention, divided attention, focused and selective attention for the theme of the organizer of attention; visual, auditory and working memory for the theme of the organizer of the memory; expressive and receptive language for the theme of the language and basic themes of planning, emotional control, time management, flexibility, metacognition, response inhibition and organization for the theme of the organizer of executive functions. To validate the thematic model, the researchers designed a questionnaire and gave it to the second group of experts, and the coding reliability was confirmed by Holsti’s method. This package can pave the way for parents of at-risk children and children with developmental delays. It can also help enhance the cognitive functions of normal children.
پژوهش حاضر با هدف بررسی چارچوب مفهومی تدوین برنامه مداخلات بههنگام خانواده محور ویژه کارکردهای شناختی کودکان 3 تا 5 ساله شهر یاسوج بود. با استفاده ازروش نمونهگیری دردسترس همه پژوهشهای صورت گرفته تا سال 2018 در داخل و خارج از کشور بررسی شد همچنین با روش نمونهگیری گلوله برفی در بخش دیگری 10 متخصص مرتبط با موضوع جهت ارزیابی مولفهها انتخاب شدند. دادهها به روش تحلیل مضمون و با استفاده از نرمافزار Nvivo بررسی شد. تحلیل دادهها 4 مضمون سازماندهنده شامل: توجه، حافظه، زبان و کارکردهای اجرایی را آشکار ساخت. همچنین 17 مضمون پایه نیز که تشکیلدهنده مضامین سازماندهنده هستند برای ساخت برنامه مداخله بههنگام خانواده محور برای کارکردهای شناختی استخراج و معرفی شد که عبارتند از: حفظ توجه، توجه پایدار، توجه تقسیم شده، نوجه متمرکز و انتخابی برای مضمون سازماندهنده توجه؛ حافظه دیداری، شنیداری و کاری برای مضمون سازماندهنده حافظه؛ زبان دریافتی و بیانی برای مضمون زبان و مضامین پایه برنامهریزی، کنترل عاطفی، مدیریت زمان، انعطافپذیری، فراشناخت، بازداری پاسخ و سازماندهی برای مضمون سازماندهنده کارکردهای اجرایی. به منظور روایی مدل مضامین، پرسشنامهای طراحی و در اختیار گروه دوم نمونه (متخخصین) قرار گرفت و پایایی کدگذاری با استفاده از روش هولستی مورد تایید قرار گرفت. این بسته میتواند راهگشای والدین کودکان در معرض خطر و تاخیر رشدی باشد. همچنین برای تقویت کاردکردهای شناختی کودکان عادی نیز میتواند مفید باشد
خلاصه ماشینی:
Investigate the Conceptual Framework for Developing Family- centered Early Interventions for the Cognitive Functions of 3 to 5 Year old Children Alireza Mosavi Amjad1, Ahmad Ghazanfari2*, Salar Faramarzi3, 4 Iranian Evolutionary and Educational Psychology Journal December 2020: 225-238 © University of Hormozgan Publication 2020 DOI: 10.
ir Abstract: The purpose of this research was to investigate the conceptual framework for developing family-centered early inter- ventions for the cognitive functions of 3 to 5-year-old children in Yasuj.
In timely intervention programs, all rehabilitation and educational services are used to develop the cognitive, language, sensory-motor, emotional-social, and behavioral skills of children under six years of age.
Thematic Network Discussion This study aimed to design and develop a timely family-centered interventions package specific to the cog- nitive functions of children aged 3 to 6 years.
The themes of timely family-centered interventions specific to the cognitive function of children aged 3 to 6 years were obtained by analyzing several Persian and English articles in which different elements of cognitive development were investigated.
Investigation of efficacy of educational – psychological early interven- tions for improving executive functions and attention of children with neuropsychological learning disabil- ities.
The effectiveness of executive functions based play therapy on improving response inhibition, planning and working memory in children with Attention Deficit Hyperac- tivity Disorder.
Developing intervention program focused and divided attention and investigating its effectiveness on working memory IQ in children with specific learning disorder.
Developing a package of child-centered interventions and comparing its effectiveness with functional learning on the developmental performance of children with developmental delays.