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Introduction and Purpose Children are affected by the physical and social environment, so it is necessary to pay attention to educational spaces and it is necessary to evaluate the school environment in order to support children. Due to the gaps in the evaluation of the school environment, this study evaluates the care environment of non-governmental primary schools in Tehran based on a comprehensive tool. Research method In the present descriptive-survey study, evaluation of 65 schools from the community of 530 non-governmental primary schools in Tehran, which as multistage clusters were selected using the School Age Care Environment Rating Scale (SACERS) tool, with a score of 5 was Performed as a cutting line. tatistical analysis was performed by SPSS.23 software using one-sample t-method and cumulative percentage analysis. Findings Findings of this study showed that schools in space and equipment indices health and safety, activities, program structure with significant differences They were lower than the average of the criterion (mean 5) and did not have a favorable condition. In the interaction indices and employee promotion with a significant difference above the standard mean. Indices related to children with special needs did not differ significantly from the required standard and were in good condition. Conclusion and discussion Lack of awareness of education authorities and parents about the importance of early childhood, lack of awareness and attention to the school care environment, lack of comprehensive tools for assessing and inadequate monitoring of schools and economic factors can be possible causes of non-standard school care environment.

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Objective: The aim of this research was to compare the comprehensive well-being and family functioning in mothers with emotional disorders children and mothers with normal children. Method: This study was causal-comparative and its statistical population included mothers of children with emotional disorders and mothers of normal children. Using random sampling, we selected 30 mothers of children with internal emotional disorder and 30 mothers of normal children in primary school in the 4th district of Tehran in the academic year 1397-98. The Akhenbach Emotional Behavioral Disorders Questionnaire (1978); Keys Comprehensive Welfare Scale (SWS, 2003) and the Family Functioning Questionnaire (FAD, 1980) were used to screen students. Analysis of information obtained from the questionnaire with multivariate analysis of variance (MANOVA) through spss-v19 software. Results: The results showed that there is a significant difference between comprehensive welfare and family functioning in these two groups. Mothers with emotional disorders children have lower comprehensive welfare in all its components, including emotional well-being, psychological well-being and social well-being, compared to mothers with normal children. Also, mothers of emotional disorders children have lower family performance in all its components compared to mothers with normal children, including problem solving, maps, emotional companionship, emotional conflict, behavior control and overall performance. Conclusion: Attention to emotional, psychological and social well-being of mothers of children with emotional disorders can be effective in promoting mental health and improving family performance. Also, the results of this study can be used to inform School principals and educators and improve the level of counseling services in schools provide counseling.

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Introduction: Children are one of the most vulnerable groups in society, and the danger of harassing different people in the family or community always threatens them. One of the potential risks to children is child abuse. Abused children experience many negative consequences, including in various social, educational, family, occupational, psychological, and neurobiological areas. Despite all available interventions and treatments, It is difficult to compensate for all the damage. Therefore, according to scientific studies, the best way to deal with is to prevent the occurrence of this trauma, and this requires identifying the risk factors, which is discussed in this article. Research Methodology: The research method in this article is a systematic review study. Such that after searching the texts published in some of foreign databases, the findings of existing studies were collected and classified by 2020. Results: In general, the risk factors involved in child abuse fall into four categories:1.Child characteristics 2.Home environment 3.Parent characteristics 4.Social environment. And each of these factors affects the child's development in varying degrees and according to other factors. Conclusion: Considering the negative and long-term effects of child abuse. It is necessary to deal with this issue in all its dimensions through the comprehensive Planning. And this requires active and integrated participation at the interinstitutional levels of the family, the education system, the media, the legislative and regulatory systems, the health care systems, the social emergencies, and the support and rehabilitation centers.

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Goal: Separation Anxiety is one of the disorders which affects in children ’s educational activities and also in their social adjustment, so, the purpose of this study was identifying factors affecting this disorder. Method: This study is correlation type and data analysis were performed in this research by path analysis method of structural equation modeling. From the community of mothers with 6 and 7 year old girls and boys statistical sample of 620 mother-child pairs from Qom city were selected by stratified and cluster sampling method. To collect data, NEO Five-Factor Personality test, Children maladaptive Schema Questionnaire, and Child Symptom Inventory were used. Results: Data was analyzed by using of structural equations modeling, and was approved by Using structural equation modeling analysis and appropriate fitness model was approved. Comparative fit index was equal to 0.726 and incremental fit index was higher than 0.9, respectively. In the standard model, the causal relationship means between two paths "mother’s personality" and children’s mediator variables "Attachment" and "maladaptive schemas" and finally on the dependent variable, the "separation anxiety" was seen. Results show the direct negative impact of "Mother’s personality" on "child attachment style" which "The attachment of the child" as a mediator variable by a factor of 0.34 had more impact with respect to "children maladaptive schemas". "Mother’s personality" shows positive and direct impact on the "children maladaptive schemas" and finally on the dependent variable.

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Introduction: The purpose of this study was to investigate the effectiveness of Peer Mediated Intervention on reducing the symptoms of behavioral disorders and increasing social skills in preschool children in District 3 of Tehran in the 97-98 academic year. Methods: The study was conducted by quasi-experimental method with pre-test, post-test, control group and two-month follow-up and the statistical population of 132 male and female preschool students in Tehran's 3rd district in the 97-98 academic year. After available sampling and determining the sample size of 40 people, the Social Skills Rating Scale-teacher form (Gersham and Elliott, 1990) was completed by educators for children and those who had the required score to participate in the study were randomly divided into two experimental and control groups by gender (10 boys and 10 girls in each group). The children in the experimental group participated in the Peer Mediated Intervention plan for 12 weeks and 12 sessions in 20 minutes. Results: The results of the covariance analyzes showed a significant decrease in the symptoms of behavioral disorders and a significant increase in social skills of children in the experimental group compared to the control group in the post-test and follow-up phase. Conclusion: Since Peer-Mediated Intervention leads to the reinforcement of positive behaviors by peer groups and learning social skills through the formation of positive interpersonal interaction and reinforcement by peers and social learning, this plan can be used as a effective and useful method for children who are at risk of behavioral problems as well as preventing the occurrence of more serious problems in older years.

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Background IECD is an integrated view on children’s rights and concerns the needs of children under 8. This approach is based on the fact that childhood is the most crucial phase of personal growth and development. The main purpose of this study is an investigation on kindergartens ‘regulations based on IECD indexes. Materials and Methods Qualitative content analysis is applied in this research. Statistical population is considered as 17 cases of regulations about establishing, managing and dissolving kindergartens; educational and health guidelines and welfare organization acts from 1983 to 2015. The main tool of the research is the checklists of content analysis based on IECD indexes. Results The investigation on mentioned texts based on the main indexes IECD, including health, nutrition, care, education and parent support revealed that the first four indexes received consideration, but the fifth index i.e. parents support is neglected. Also it was found out that physical aspects received more consideration in health index while children’s mental and social health are neglected. This is also true about children’s care. In the aspect of nutrition, all emphasis is on food safety and issues such as the richness of food and consistent nourishment are overlooked. The last point is that children with special characteristics such as physical, movement or mental disabilities are not considered in these texts. Conclusion The main purpose of IECD programme is integrating different aspects of children growth and development, so first we have to run macro policy and then measure executive levels.

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English Abstract Introduction: The purpose of this study was to investigate the role of passing preschool period (based on educational and emotional factors) on the emotional intelligence of primary students. Research Method: The research method is descriptive, comparative casual one within two groups of students. The statistical population of the study included students in District 1 of Karaj and the research sample size according to ochran formula were 261 that were selected by using stratified random sampling. The data gathered by Schutte and et.al (1999) Standard Emotional Intelligence Test. The results were analyzed by using the descriptive and inferential statistics obtained from Kolmogorov-Smirnov Test, Levene’s Test, Independent T-Test and (ANOVA) with SPSS 23-v software. Result: Findings of the research showed that the mean emotional intelligence of students who passed pre-primary courses had a significant difference with the emotional intelligence of students who had not completed those courses. Meanwhile there was no significant difference between emotional intelligence of male and female students and students of different educational backgrounds. Discussion: Note that children who had passed the pre-school period in kindergartens received much more attention, education, proper nutrition, aesthetic point of view, physical health care, emotional care, and had more parent-educator relationships and communication with nature and animals. The results showed that preschool education had an effect on emotional intelligence and its components (that is emotional regulation, emotional expression and emotional exploitation) and had increased students' emotional intelligence.

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Introduction: Family as a first center of socialization for children has an important impact on development, especially on development of children's personality, in this regard, parenting styles are considered as an important factor in child development. Accordingly, children's painting is one of the methods of identifying mental health and personality development. The aim of the present study was to investigate the relationship between children's personality traits and parenting styles of parents through the symbolic meanings of family drawing of preschool children in Tehran province. Research Method: The statistical population of this study is all pre-school children in District 20 of Tehran province. A sample of 103 children was selected through cluster sampling. In this research, Baumrind's (1973) parenting styles questionnaire was completed and Kremen Family Drawing (1951) was used to analyze the coded meaning of children’s painting. To analyze the data, descriptive statistics (frequency, charts and tables) and inferential statistics (Test-2, Fisher test, and Follow-up tests) were used. Results: The research showed that there was a relationship between the dimensions of breadth, distance and matching the maturity with the parenting styles. Also, there was a significant difference between the families with authoritative parenting style and the families with permissive parenting style in the breadth index. There was a meaningful difference between families with authoritarian parenting style and those with permissive parenting style in the Parent Matching Responses of painting parents. There was a key difference between the families with authoritative parenting style and the families with authoritarian parenting style in painting distance responses. There is also a significant difference between the responses to painting distance between the families with authoritative parenting style and the families with permissive parenting style. Discussion: In sum, the findings of this study showed that children's drawings could reflect the anxieties and concerns of children who had grown with different parenting styles and these styles might play an important role in the development of children.

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Introduction: The continuous increase in the prevalence of developmental disabilities reminds families and society an important need for appropriate interventions for people with developmental disabilities. In addition, some research has shown that due to a disability, child's mood may influence the development of attachment. One of the treatments for attachment problems is theraplay. Theraplay is a short-term therapeutic approach that uses elements of play therapy to help children build healthier attachment relationships with others. The main purpose of this article is to review the studies that have examined the effectiveness of theraplay in childhood problems. Research Method: This research is a review study and its information has been collected by studying articles, books and treatises related to this topic. Results: 53 out of 56 studies that has been examined reported positive results and 3 of them did not report positive results. Discussion: According to the results of the researches, it seems that theraplay is effective in treating childhood problems, especially parent-child relationship problems, adoption and attachment problems and autism spectrum disorders. However, there is a gap in studies that have examined the effectiveness of this treatment in Iran. Therefore, it is suggested to study the effectiveness of theraplay in different populations thus its results can be used to help children with disabilities.

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Introduction: Autism spectrum disorder is a neurodevelopmental disorder that is recognized as the most common developmental disorder and affects one in 88 people(Carter and Scherer, 2013). The presence of an autistic child in the family, for various reasons and the existence of a diverse range of language, communication and behavioral abnormalities and disorders, can impose various psychological pressures on parents and siblings (Be Pajooh 2012). The aim of this study was to compare the lifestyle of parents of children with autism spectrum disorder with emphasis on the severity of their disorder with parents of healthy children. Research Method: The statistical population of the study included all parents of children with severe, moderate and mild autism and parents of healthy children in District 5 of Tehran in 2019. From the community of parents of children with autism, 60 people (3 groups of 20 people) from the severe, moderate and mild spectrum and 20 parents of healthy children were selected by purposive sampling from those who referred to social welfare centers in the fifth district of Tehran which were investigated by Causal-comparative methods. In this study, Gilliam Autism Diagnosis Questionnaires and Miller and Smith (1992) Lifestyle Questionnaire were used to grade the severity of autism in children and the level of lifestyle respectively. Result: Data were analyzed by Univariate and Multivariate Analysis of Variance. Findings showed a meaningful difference between the lifestyle of parents with children with severe autism and the other two groups with the healthy group. Discussion: Therefore, it can be concluded that parents' lifestyle is affected by the severity of their children's disorder.

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Introduction: Child abuse is a phenomenon which occurs more or less in different societies. Various factors such as family play roles in occurrence of this issue. Based on Mothers’ role in expansion of child abuse and its negative consequences, the purpose of this study was settled on examination of child abuse based on religious believes and self-esteem of Mothers of children in 3-6 years of old. Research Method: The research approach was quantitative, non-experimental, and correlational-comparative casual one. Sample population of this study was preschool children of Tehran Province. Using multi-stage cluster sampling, the sample size was determined by Cochran formula 225 children (130 girls and 95 boys) in age category of 3-6 years of old. Coopersmith Self-esteem Scale, Glock-Stark Religiosity Questionnaire, and Child Abuse Questionnaire were used in current study. The data was analyzed by Multi-regression with SPSS 23-v. Result: Results of this study showed that there was a meaningful and negative correlation between mental child abuse and religious believes. Also, there was a significant and negative relationship between total religiosity and child abuse. In addition, the result of multi-variate regression analysis indicated that occurrence of child abuse can be predicted by the level of self-esteem. Discussion: Based on findings of the research child abuse is predictable. When selfesteem is strengthened in Mothers, child abuse decreases relatively, therefore; increasing self-esteem in Mothers by appropriate training may prevent child abuse. Moreover, stabilization of religiosity in different dimensions can prevent mental child abuse.

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Abstract Introduction: In recent years, the importance of early childhood development in lifelong learning and growth has led to pay more attention to professionalization of early childhood educators, including higher standards for their education and training. Today, kindergarten teachers play a vital role in educating children in these centers, and their knowledge and competency are associated with positive short-term and longterm consequences. Accordingly, the purpose of this study was to develop and standardize the method of multiple short interviews to assess the health and knowledge adequacy of educators. Method: Participants in this study were 62 kindergarten teachers in Tehran province. By taking into account the criteria of age, education, work experience, fields of study and scores of SADAMAK knowledge test (2016) sampling of these participants was performed purposefully. The mean age of participants was 34.26 with a standard deviation of 7.26. These participants were selected from Rey (1 person), Shemiranat (12 people), Vardavard (6 people) and Tehran (43 people). Finding: A score of 14 was considered on the SADAMAK test to enter the interview, and then kindergarten teachers were evaluated by performing four short interview stations (MMI) that included mental health, resume, knowledge adequacy, and administrative rules.
Conclusion: The results showed that the structure of short interviews can reveal the strengths and weaknesses of educators in relation to professional competence.

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Abstract Introduction: The purpose of this study was to investigate the effectiveness of acceptance and commitment in depression therapy and cognitive fusion of mothers whom children suffer from attention deficit/hyperactivity disorders. Research Method: The present research was Quasi-Experimental with pre-test, post-test and control group. The statistical population of study included all mothers of children with attention deficit/hyperactivity disorders who consulted with psychologists or psychiatric clinics in Yazd in 2019.The sample size was determined by using Cohen's table which was selected from available sampling and randomly divided into experimental and control groups (each of which with 15 subjects). In order to data collecting Beck Depression (1996) and Gillanders, et al. (2014) Cognitive Fusion questionnaire were used. The experimental group received 8 sessions of Acceptance and Commitment Therapy in about 90 minutes. The data were analyzed by SPSS software & multivariate method of covariance (MANCOVA). Results: The results showed that the treatment based on the acceptance and commitment of depression therapy and cognitive fusion of mothers whom children suffer from Attention deficit/hyperactivity disorders were effective. Discussion: The findings of this study highlights the importance of using these interventions in depression therapy and cognitive fusion in mothers of children with attention deficit/hyperactivity disorders and provides new horizons in clinical interventions of these mothers and their children.

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Introduction: The present study examined and compared parenting stress and marital satisfaction in mothers of children with autism spectrum disorder and mothers of healthy children.
Methods: The statistical population of this study included all mothers of healthy children and mothers of children with autism spectrum disorder who referred to the centers for organizing, treating and rehabilitating autistic disorders in Districts 5 and 6 of Tehran Province. The sample members included 50 mothers of healthy children and 50 mothers with autism spectrum disorder children who referred to selected centers in districts 5 and 6 of Tehran and participated in this study. The available sampling method was used in the study and the sample size was determined based on the background of similar studies. The research instruments included Barry Jones Parenting Stress Questionnaire (1995) and Afrooz Marital Satisfaction Questionnaire (2008).
Results: After collecting data, the data were analyzed using statistical models of two independent groups and multivariate analysis of variance. The results showed that there was a significant difference between parenting stress and marital satisfaction of mothers whom children suffered from autism spectrum disorder and mothers of normal children. Mothers of children with autism had higher parenting stress spectra and lower marital satisfaction than mothers of healthy children.
 

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Abstract Introduction: Children are affected by their environment, so this effect on their development, too. Therefore, the quality of education and caring environment of children play an important role in theses effective periods of time. One of the solutions to improve the quality of educational environments is to evaluate the quality of kindergartens based on a comprehensive tool. The purpose of this study was to evaluate the educational and care status (furniture space, daily activities for personal care, language and books, learning activities, interactions, central program structure) for children in range of 1 to 3 years of old in Tehran's kindergartens. Research Method: The statistical population of the study contained all non-governmental kindergartens with a license for infants and toddlers (1 to 3 years of old), under the supervision of the Welfare Organization of Tehran Province in 1998 (580 kindergartens) and the sample size had been determined 90 care centers. The sampling method was random-clustering, then the quality measurement scale of child care and education centers (ITERS-3) was used. In this study, descriptive indices (frequency, mean, standard deviation, skewness and elongation) and inferential indices (one-sample t-test) and SPSS software version 21 were used to analyze the data. Results: Kindergartens' environmental conditions such as space and furniture, and other indices consist of daily care activities, books, learning activities, interactions, program structure and the language interacted unfortunately were significantly lower than the average (average 4). Discussion: Lack of parents' awareness of the importance of kindergarten educational environment, lack of skills of kindergarten teachers, lack of comprehensive tools for evaluating the educational environment, insufficient supervision of kindergartens and economic factors cause the unfavorable situation of the care environment.

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Abstract Introduction: Teachers are the most important element of the educational system; their competence can play a decisive role in optimizing educational processes. The purpose of this study was to design standard tools in order to measure the health and knowledge of kindergarten teachers. Research Method: The research method was quantitative-qualitative and the statistical population of this study included all kindergarten teachers in Tehran Province. In the quantitative part, the research method was descriptive and the participants included 1133 kindergarten teachers who were selected by Quota. In the qualitative part, the method of multi mini-interviews (MMI) was used. In line with sampling in the qualitative part, 62 trainers were selected by availability. In the quantitative section, 129 questions were prepared to assess the knowledge level. Emotional Intelligence (Bar-on), Mental Health (BSI) and Spiritual Health (Abolmaali and Musazadeh) instruments were used to measure teachers' health. In the interview part, the qualifications of a number of teachers were re-evaluated through multi mini-interviews (MMI) in four stations (health, resume, knowledge and administrative rules). Results: The results obtained in the quantitative part of the research showed that 62 questions from the set of questions had appropriate psychometric properties to assess the knowledge of kindergarten teachers. The results of exploratory factor analysis showed that the instrument of spiritual health consisted of two components: faith in God and self-control. The factor structure of emotional intelligence and mental health instruments was examined through confirmatory factor analysis and the results of model fitness indices showed that the data were consistent with the theory and the scales used had suitable psychometric properties for evaluation of kindergarten teachers. Discussion: In general, it can be said that the instruments prepared in the present study can be used as standard scales to measure the health and knowledge of kindergarten teachers.

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Abstract Introduction: The present study was conducted to compare changes in visual perception, processing speed and sustained attention at different times of the day in normal students and students with special learning disorders in a range of 8-12 years of old according to chronobiology principles. Research Method: The goal of this research was practical and its procedure was non-experimental and post-event one. Statistical community consisted of all students in range of 8-12 years of old elementary school students of Districts 13,14,15 of Tehran Province in academic years of 2018-2019 and 2019-2020. Sample size included 232 students who were selected through available sampling and then in the next stage through multi-stage random selection from which 115 students had learning disorders (55 girls and 60 boys) and 117 were normal students (60 girls and 57 boys). Sample size according to the type of dependent and independent variables (visual perception, processing speed and sustained attention; continuous quantification and circadian cycles; multi-valued class) and causal-comparative research method, was assumed at least 15 students for each group. Because of the probability of losing the number of samples in each subgroup; approximately 60 students were considered as girls and boys with or without learning disabilities. Then, each group of normal students and students with learning disorders, (both girls and boys), were divided into four groups of 60, and each group is participated in four rounds of visual skills perception test, integrated auditory-visual function test, intelligence processing speed subtests and Wexler (symbolization and encryption) test respectively. The results of this study were analyzed by Multivariate Analysis of variance test in SPSS software version 22 in order to determine a significant difference between several completely independent samples. Results: Visual perception of the group with and without learning disorders in various hours of a day showed a significant difference. Visual perception in the group of normal students was higher than students with learning disabilities. The degree of memory components of visual sequence, spatial perception of vision and perception of stability of visual form in the afternoon was more than that degree in the morning. In addition, the processing speed of girls in the symbolization component was significantly higher than that level in boys. The highest average processing speed in all groups was observed between 13.45p.m to 14.15 p.m. Also sustained attention was significantly higher than students with learning disorders and the highest average of sustained visual and auditory attention was observed through 13.45p.m to 14.15p.m. Female students were identified with a higher average of sustained attention than male students, although this difference Level was not significant. Discussion: In general, the findings of this study showed that some factors should be considered in students' curriculum such as Gender, daylight hours, minimum and maximum hours of cognitive indicators based on natural fluctuations in order to boost the efficiency of their mental abilities. Also, other factors such as morning and evening, sleep and wake up time cycle and nutritional agents and etc. should be considered as marginal effects on students' abilities.

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Abstract Introduction: Play is a response to growth and development of abilities, capabilities, aptitudes, initial and basic needs of a child. The aim of this study was to evaluate the efficiency of play in mental, emotional and social development of preschool children in District 5 of Tehran Province. Research Method: The method of the present study was experimental with a pre-test, post-test semi-experimental design with a control group. The subjects have been divided in two experimental and control groups. The statistical population included 120 preschool children in District 5 of Tehran Province who were selected from three active kindergartens. To determine the sample size based on Krejcie and Morgan table, 92 children were selected and after taking the mental, emotional and social development test, those participants who received high or low scores were removed then 30 subjects were selected by simple random sampling method and the experimental and control groups were divided into two groups of 15 person, afterward the experimental group was trained for about 10 sessions. The instruments used in this study included Ghomrani et al. Theory of Mind Questionnaire (2006), Bhargava Emotional Maturity Questionnaire (1991) and Wildland Social Development (1953). In order to analyze the research data, descriptive and inferential statistical tests such as univariate analysis of covariance were used in SPSS software version 22. Results: The findings showed that play had a significant effect and efficiency on mental, emotional and finally social development of preschool children in District 5 of Tehran Province. Discussion: Play promotes the emotional, social, physical and mental development of a child. Playing in form of active games and mental games has always taken for the best natural activity for any child. During play child's mental and physical strengths such as accuracy, memory, imagination, discipline, agility, skill, physical strength and etc. develop, and in addition, play becomes a stimulus and motivation for obtaining social experiences for the child. The child naturally expresses "himself" through a play.

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Abstract Introduction: This study investigated the symbolic elements of colored drawings in autistic children in comparison with normal ones through a "Draw-a-Person" test. Research Method: The peresent research is a Causal-Comparative study. The statistical population of this study was all autistic children in elementry grade and normal children in range of 6 years old in 2019 of Tehran Province. The sample population was estimated by Cochran's method and random cluster sampling. The size of sample was 30 normal children who were chosen from different kindergartens(including: Nik Golan, Naghmehaye Zendegi, Ali and Reza, and Bagh-e-Gol) and 30 autistic children who were selected from different districts of Tehran Province. The instrument used in this research was the Iranian 1993-version of colored "Draw-a-Person" test. Data were analyzed by Independent T-test. Results: The results showed that there was a significant difference in drawing scales of the head, clothes, body design, color, and place of drawing between normal children and autistic ones. Discussion: The cognitive and emotional-sentimental world, hidden needs, intents and desires, and finally communicational issues can be understood from the symbolic elements of the colored drawings of autistic children in comparison with normal ones.

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Abstract Introduction: There is a clear correlation between the quality of early childhood educational programs and future academic and social success of a person. Therefore, the present study investigated mothers' attitudes toward cognitive-social skills of preschool children. Research Methods: The present study was qualitative-descriptive phenomenological research. The sample consisted of 20 mothers selected by a targeted sampling with two criterions including at least a bachelor degree and one child in preschool age. The data of this study were analyzed based on the lived experiences of mothers and by conducting semi-structured interviews about mothers' attitudes toward cognitive-social skills of children. In order to verify the validity and formality of the interview questions, professors of psychology and experts in qualitative research had been consulted. Then, all obtained data were analyzed by the seven-step Colaizzi and MAXODA software version 18. Results: The present study eventuated in 2 main themes, seven subsets of cognitive skills consisted of dynamic memory, visual processing, recognition, recall and information processing, problem solving and purposeful plays, and four subsets of social skills including family, training classes, communication with peers and qualifications in social skills. Discussion: As children's success at school depends on events they have experienced before the school age, it seems necessary to engage them in basic skills improvement programs such as cognitive and social skills improvement programs which appear essential for later academic success at school age.