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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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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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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.

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Abstract Introduction: Preschool education improves in order to increase the efficiency and progress of educational conditions for children. The aim of this study was to make a comparative comparison of preschool education in Iran and South Korea. Research Methods: The purpose of this study was a user-based one and its nature was analytical-descriptive. The statistical population in this study was all documents existed in Preschool Educational Systems of Iran and South Korea consisted of articles and reports which were uploaded on website of Academic Center for Education, Culture and Research, documents on Ministry of Education website, theses related to the preschool systems of different countries which were recorded on irandoc website, and a collection of articles of scientific congresses all about preschool systems which have been held in 2020. The data were collected by library and note taking methods. Then the data were analyzed in a content descriptive-analytical manner in line with Jorj F Berdy's four-stage approach (description, interpretation, comparison and coherence). Results: Research findings indicate that enrollment in preschools in both countries is compulsory. Unfortunately, there is no rules and regulations for preschool instructors' admissions in Iran, the teachers often have low educational degrees and qualifications, and sometimes the retired staff are employed. In contrast, in South Korea, a two-year course along with university approval and higher qualifications are necessary for acceptance in preschools. The ratio of instructor to student in Iran is 1 to 25, though this ratio is 1 to 21 in South Korea, which considered as a significant numerical advantage. In terms of governmental funds and expenditures on preschool education, both countries have spent less budgets than developed countries. In Iran, educational space, environment and facilities are inadequate with regard to the age of the child compared with South Korea. In contrast to South Korea, management in Iran is more centralized and focused. Discussion: The shortcomings of preschool educational systems in Iran have reduced the quality of education and nursing the children. Therefore, these centers often do not have the necessary conditions and motivation for entering the preparatory period. It seems to be difficult to achieve appropriate development for these centers unless government shows a strong participation and investment. On the other hand, the quantity and quality of preschools education are facing very serious obstacles, especially with regards to children from low-income families and bilingual areas and provision of experienced educators, and all these become true along with proper culture development, more government participations, and improvement of quality and quantity of preschool centers.

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Abstract Introduction: Today, novel educational methods are being developed all over the world; among all those methods, game-based ones are the best because these games are often welcomed by learners. The aim of this study was to explain the effect of preschool games on mental and social skills of children in preschool centers. Research Method: This study is a semi-experimental research consists of control and experimental groups. The method was performed by Pretest-posttest method. The statistical population was 8467 preschool children in 5-6 years of old. 120 children were selected by random clustering sampling method, then they were categorized in two groups: experimental and control. After equalization of groups, in order to assess the mental skills of children Bender Gestalts visual-motional pretest were implemented on all chosen children who were 60 boys and 60 girls. And Matson's Social Skills Questionnaire were given to teachers to measure social skills of children. Then from each group 30 participants were randomly assigned as an experimental group and 30 participants were chosen as a control group. Afterwards Games have been taught to experimental group in two months (two 90-minutes-sessions per week). When games have been learnt, the tests were repeated again, then the data were analyzed by descriptive statistics and multivariate analysis of covariance (MANCOVA). Results: Findings of the research showed that the effect of independent variable intervention (preschool games) was 0.16, that meant 16% of the variance of post-test scores of mental skills of children was due to preschool games. This asserts that preschool games have increased the mental skills of preschool children. Also, the effect of independent variable intervention (preschool games) was 0.28, i.e., 28% of the variance of post-test scores of social skills of children was due to the effect of preschool games. This indicated that preschool games have improved social skills children. Discussion: It can be said that preschool games have a capacity to improve mental and social skills of children. Accordingly, preschool games should be designed and implemented in line with developing these two goals.

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Abstract Introduction: The aim of this study was to investigate the relationship between parental attachment styles, mental health and parenting styles towards behavioral problems of preschool children by intervention of children attachment. Research Method: This study is a descriptive research. The statistical population were all parents of 6-year-old children in preschool centers in Tehran. The statistical sample included 237 parents of 6-year-old children, chosen by multi-stage cluster sampling. Hazen and Shaver adult attachment styles (1990/1987), Baumrind parenting styles (1972), Goldberg & Hiller general health questionnaire (1979), behavioral problems of kindergarten and preschools (1994), and Halpern & Kapfenberg child attachment questionnaires (2006) were used to collect the data. Results: The results showed that all three variables consisted of parental attachment, parenting style and mental health could indirectly predict behavioral problems by intervention of child attachment. Also, the results obtained from path analysis indicated that the standardized coefficients of parental attachment and mental health and parenting style had a significant and negative impact on child attachment. Discussion: The results showed a significant relationship between child & parent attachment style, mental health, and parenting style with behavioral problems of children. Therefore, it seems that implementing appropriate programs in order to improve child and parent attachment styles, mental health, and parenting styles might be effective to reduce behavioral problems of children.

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Introduction: Children with Autism Spectrum Disorder (ASD) often experience sensory processing and sensory motor impairments. Various treatments have been offered to children with ASD. Active music therapy is one of the most effective interventions conducted during the treatment. The aim of this study was to study the impact of active music therapy on sensory processing patterns and motor skills in children with ASD level one. The present study is an applied and single-subject research. Research Method: This study is an ABA single-subject study. The sample consisted of two ASD boys in the age range of 6-11 years old. The sample selection was based on non-random sampling convenient method. The sample society had been all children with ASD level 1 in the range age of 6-11 years old who had visited Nour Occupational Therapy and Speech-Language Pathology Clinic in Karaj city over the past year. Among the sample society, two boys had been chosen according to their GARS test scores which were between 48-65 and had not received any musical treatment intervention in the last six months and also their both families wanted to participate in the study voluntarily. The entering criterion to be selected as a sample was to gain level one score in GARS scale. The sessions had been performed for three months and each session had been held three times a week and each session lasted 90 minutes. The data were collected by Sensory Profile 2 and Bruininks-Oseretsky Test of Proficiency. Tests were evaluated with respect to different baselines. During the study, visual review of the charts (falling and rising pattern of the dependent variable), improvement percentage index, variability and efficiency rate had been utilized. In order to analyze the data, first, the collected raw data had been presented in the form charts. After that, the stability and process index had been plotted for the charts of each subject in baseline, intervention and evaluating situation. Then, by using stability and process index, the stability rate and the processing direction of data had been identified. Finally, the data were analyzed by plotting process and explaining the effectiveness rate along with analyzing intra-situation and inter-situation subjects. Results: Findings showed that the active music therapy had significant impact on the sensory processing patterns as well as large and small motor skills and coordination of upper limb joints in both subjects. Discussion: The mean of the large motor skills and more improvement in upper limb coordination had shown the least enhancement percentage. Furthermore, in sensory processing patterns an average improvement rate had been displayed specifically in components of sensory and sensitivity sensory. Findings of the current study indicated that active music therapy has significant impact on the enhancement of sensory processing pattern and motor skills in children with level one Autism Spectrum Disorder.

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Introduction: The aim of this study was to examine the effect of sand play therapy on improving self- control, emotional intelligence and alleviating behavioral problems in 6-year-old children. Research Method: The present study is a purposeful applied study and implemented in a quasi-experimental method with pre-test-post-test with a control group. The statistical population of this study consisted of all 6-year-old primary school students in District 3 of Tehran province who were studying in the academic year of 2020-2021. The sampling method was multi-stage random sampling in which 14 people were randomly selected as a sample and randomly assigned to two equal groups: experimental group (7 people) and control group (7 people). Humphrey Children (2000), Perceived Self-Control Questionnaire, Child Trait Emotional Intelligence Questionnaire (TEIQue-CF) and the revised form of Kwai and Patterson Child and Adolescent Behavioral Problems (RBPC) were completed by the sample group. Descriptive and inferential statistical analyses were computed by SPSS software version 21. Results: The results showed that F-test analysis of covariance was obtained for self-control, and emotional intelligence and behavioral problems. These findings showed that there was a significant difference in the dependent variables including self-control, emotional intelligence and behavioral problems. Therefore, almost surely, it can be claimed that sand play therapy has an improving effect on self-control of children in range of 6 to 8 years of old. Discussion: Results showed that sand play therapy has more improving effects on self-control over emotional intelligence and behavioral problems in 6-year-old children.

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Introduction: Attention is one of the main cognitive processes and the initial stage of any learning that can well precisely predict the future ability of preschool children. Therefore, the present study was conducted with the aim of the effectiveness of Gardner’s multiple intelligence training on visual attention in preschool children.

Research Method: The present study is practical in terms of purpose and quasi-experimental in terms of method (pre-test, post-test with control group). The statistical population is 6-year-old preschool children who attend private kindergartens (under the supervision of the Behzisti Organization) in Tehran's 15th district in 98-1397 and the sample size was selected using convenience sampling and 30 children were randomly divided into two equal groups of experiment (n = 15) and control (n = 15). Data collection tools were used to measure visual attention and processing speed, Symbol Search Subscale and Cancellation of the Wechsler Intelligence Test for Children was version four (2003). After performing the above tests and selecting the experimental group, training based on Gardner multiple intelligence model was performed on the experimental group in 10 sessions of 45 minutes and 2 sessions per week. The calculations performed in two groups of descriptive statistics and inferential statistics analysis (analysis of covariance) were analyzed by SPSS-24 software.

Results: The results of the analysis of covariance test show that the activities of the spectrum project (three physical-kinetic, visual-spatial and linguistic-verbal intelligence) significantly improve the performance of visual attention.

Discussion: Use the teaching mode of Multiple intelligence theory can effectively guide children to actively pay attention to the content of learning and it increases some cognitive capacities in children. Therefore, training based on Gardner's multiple intelligences will help strengthen visual attention

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This research was conducted with the aim of investigating the effect of play and art on learning and emotional intelligence of 6-9 year old children based on the Waldorf approach. The research method of this study is quasi-experimental. For this purpose, a pre-test-post-test plan with a control group was used. Children in each two groups of 15 people were selected from among normal, ADHD, high aggression and attention deficit children using available sampling method and were randomly assigned to experimental and control groups, and then the experimental group During 12 sessions and each session was 3 hours for three months, he was trained based on the Waldorf approach, while the control group did not receive any intervention. In this research, children's trait-form test was used as a research tool and the collected data was analyzed using covariance. The results of this research showed that play and art in the context of life have a significant effect on learning and emotional intelligence of children aged 6 to 9 years. Based on the findings, games and art can be used to improve learning and emotional intelligence of normal and special needs students.
 

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Introduction: Dyscalculia is one of the neurodevelopmental disorders that usually characterized as learning and problem solving in mathematics. The aim was to determine the efficacy of computerized cognitive rehabilitation software on math performance in children with dyscalculia.
Research Method: In a quasi-experimental study, pretest and posttest design with a control group used. Thirty children in convenience selected from all 8 to 12 year-old students with dyscalculia educating in elementary schools at Sanandaj City. All children assessed by the Iranian Key-Math Test and randomly assigned to the experimental and control group. The experimental group individually participated in 10 sessions (twice a week; 30 to 45 minutes per session) and received the computerized cognitive rehabilitation software but the control group only received mainstream courses in the school. Math performance of two groups assessed after the last session and five-week follow-up later. The collected data analyzed by the analysis of variance with repeated measurement with SPSS version 23.
Results: The findings showed that the computerized cognitive rehabilitation software have no significant effect on math performance in children with dyscalculia and according to eta quotient it can conclude that only 0.03 % of variation in math performance is due to receive the computerized cognitive rehabilitation software. The investigation of time procedure in the experimental and control group showed that the time effect was not significant. We can conclude according to eta quotient, that 28% of the variation in math performance in the experimental group was duo to receiving the computerized cognitive rehabilitation software and there is no significant difference between two groups in three situations (pretest, posttest and follow-up).
Discussion: Regarding to not effective of the computerized cognitive rehabilitation software on math performance in children with dyscalculia, it is needed more studies in this field.
 

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Introduction: The present study was conducted with the aim of investigating the effectiveness of child-centered play therapy on the theory of mind of children with autism spectrum. Juhesh method: quasi-experimental method was used with single group pre-test and post-test. The statistical population included a number of 7 to 9-year-old children with autism spectrum disorder in Semnan city in the academic year of 1401-1401; After selecting the desired school in a targeted manner, 13 students who met the research criteria were selected as a sample. Before and after the intervention, the students were tested to evaluate the effectiveness of play therapy. Play therapy sessions were held for 8 one-hour sessions during four weeks. Garez's autism disorder scoring scale was used to ensure the psychiatrist's diagnosis in autistic children and to measure the theory of mind, the 38-question form of the theory of mind test was used. Also, in this research, the intelligence score of these children was investigated. The range of the general intelligence score in the four revised Wechsler intelligence test was from 89 to 101, and the mean and standard deviation of their general intelligence was 95.54 ± 3.77. The data of this research has been analyzed using paired t-test and using SPSS software. Research findings: The findings show that autism spectrum children have made significant progress in all three components or all three levels of theory of mind in the post-test compared to the pre-test (p<0.01). Conclusion: According to the results obtained, the hypothesis of the research that "child-centered play therapy has a significant effect on the theory of mind of children with autism spectrum disorder" was confirmed and the effect of an educational factor (other than the temperament factor) on the development of the theory of mind can be confirmed. confirmed and benefited from child-centered play therapy as one of the methods to improve the theory of mind of autistic children.
 
 

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Review: Introduction: The purpose of the present study is to investigate the relationship between social skills and self-esteem and social adaptation of physical-motor students in Tehran.
Research method: descriptive study method is of correlation type. The studied population is female students with physical-motor disabilities in Tehran. According to the fact that the number of schools with physical-motor disabled female students in primary level in Tehran was 3 schools, the whole number method was used for sampling and 60 children studying in these centers were studied. Bell's compatibility test and social skills test were completed by them. SPSS 21 software and Pearson correlation test and stepwise regression were used for data analysis.
result: The findings showed a positive significant relationship between social skills and self-esteem and social adjustment. Finally, it can be said that there is a positive relationship between the level of social skills and self-esteem and social adjustment in children with physical-motor disabilities, and it is recommended that the effect of these factors be investigated with other variables in future research, in order to determine the quality of the relationship between these factors.
Discussion: Social skills and identification of individual values ​​play an effective role in preventing or reducing the incidence of youths and various social behavioral abnormalities. Therefore, social skills lead to more optimal communication and proper self-understanding, and as a result, the sense of value increases and ultimately self-esteem is strengthened. In the end, after analyzing the findings of the research, it can be concluded that acquiring social skills through family, school and other institutions can play an important role in increasing social adaptation and self-esteem of physically disabled students. Therefore, it is very necessary to hold courses and workshops for parents and students in order to increase the knowledge and impact that these variables can have on the character and future behavior of their children, as well as to help the adaptation of physically disabled students to the conditions of the society. It seams.

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Introduction: Childhood is one of the most important stages of life when a person's personality is established during this period. Mental health is one of the important aspects of the sensitive period of childhood. This study has been investigated in order to determine the relationship between parents' knowledge, attitude and skills in dealing with the covid-19 disease with the mental health of 6-year-old children in Tehran in 1401. Therefore, identifying the factors affecting at mental health is the aim of the research.
Research method: This research is a descriptive-correlation cross-sectional study. The statistical population of this research is the parents of 6-year-old girls and boys in Tehran who have completed preschool in 1401. Sampling in this research was done in an available manner and parents of preschool children participated in the study. In order to collect scores, questionnaires of demographic characteristics including individual, family and social factors, Connors mental health questionnaire, parent form, The knowledge, attitude and skill of the researcher were used. Data were analyzed with regression, descriptive statistics and 23spss statistical software.
Findings: The obtained results showed that a significant relationship was observed between "parents' attitude in dealing with covid-19" and the dependent variable "children's behavioral problems". In the meantime, there was no significant relationship between "parents' knowledge and skills in dealing with the disease of Covid-19" and the variable "mental health of children".
Conclusion: What is important is a careful look at the child's behavior within the context of the family and in the interaction with the parents. The findings of the present study show that only the variable of parents' attitude has been effective on children's mental health. Based on this, besides identifying factors related to parents at the first stage, the adoption of corrective measures to maintain children's mental health should be considered
 

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The present study was conducted with the aim of the effectiveness of parent-centered meta-emotional training on reducing aggression and disruptive behaviors of preschool children. The research was one  of  applied type and semi-experimental method with pre-test-post-test design with follow-up and  was2 months with control group. The statistical population of the study was preschool children in Tehran in the academic year of 1400-1401. 30 female children with disruptive and aggressive behaviors along with their parents were selected by random and targeted sampling. Parents were placed in two experimental (15 people) and control (15 people) groups. The parents of children in the 7-session experimental group underwent meta-emotional training, and the control group did not receive any intervention. In order to collect data, the questionnaire of behavioral problems of parents' Rutter form and aggression scale of preschool children were used. The data were processed using analysis of variance with repeated measurements. The results showed that parent-centered hyperemotional training had a significant effect on reducing children's aggression and disruptive behaviors (P<0.001). Therefore, parent-centered meta-emotional training is effective as an intervention in reducing children's aggression and disruptive behaviors.
 

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Introduction: The aim of the present study was to determine the effectiveness of the two methods of structured games and sensory stimulation on the executive function of autistic children.

Research method: The current research was a quasi-experimental study with a pretest-post test design with a control group. The statistical population of the research includes boys and girls aged 5 to 12 years with autism who visited the Paya rehabilitation treatment center in Tehran in 2020. The sample size estimation method was based on Cohen's table, with an effect size of 0.5, test power of 0.8 and alpha of 0.05, the sample size was estimated to be 20 people, taking into account the entry and exit criteria randomly in the groups Experiment and control (10 people in each group) were placed. In addition to the educational and therapeutic services of the Paya Center, the experimental group benefited from 12 combined sessions of sensory stimulation and play therapy, but the control group only received the educational and therapeutic services of the Paya Center.The parents of children in both groups completed the Behavioral Rating Scale of Executive Functions (2000) before and after the intervention. Data analysis was done using multivariate analysis of covariance (MANCOVA) and using SPSS software.

Research findings: The findings showed that lego therapy intervention controlled the executive performance of children in the experimental group compared to the control group in the components of inhibition, planning, organization and control of executive performance at a significance level of 0.01 and emotional control component at a significance level. 0.05 improves.

Conclusion: According to the confirmation of research hypothesis regarding the effectiveness of combining structured games and sensory stimulation on improving the executive function of children with autism spectrum disorder, the results of this research can be used in therapeutic environments and centers to provide counseling services in order to reduce the disorder and strengthen the performance of this used by children.
 

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Introduction: During the Covid-19 pandemic, most students experienced problems such as home quarantine, being away from school, online classes, and the fear and anxiety of contracting Covid-19. Anxiety may be directly linked to disrupted sleeping habits and cell phone overuse. The present study aimed to evaluate the correlation between anxiety level, cell phone addiction, and declined sleep quality in elementary school students during the Covid-19 pandemic. Method: This correlational study was conducted using hierarchical multiple regression analysis. In total, 210 male fifth-grade elementary school students of District 19 of Tehran Province, Iran in the academic year 2021-2022 were selected by convenience sampling. The participants responded to the Spence Children’s Anxiety Scale (2003), Owens’ Children’s Sleep Habits Questionnaire (2000), and Koo HY’s cell phone addiction scale (2009). To test the research hypothesis, hierarchical multiple regression and SPSS version 26 were used. Results: The obtained results indicated a positive significant correlation between anxiety and cell phone addiction and between the anxiety and sleep quality of the students. Further, sleep quality can better explain students’ anxiety compared to cell phone addiction. Conclusion: During the Covid-19 pandemic, increased anxiety levels in children lead to poor sleep quality, while also increasing their tendency to use smartphones. Therefore, child psychologists must pay special attention to the destructive effects of anxiety and its negative consequences, such as declined sleep quality and cell phone dependency.

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Abstract
Introduction: Sleep is one of the basic human needs and plays a significant role in children's health. Its impact on children is often ignored, so the purpose of this study was to determine the relationship between sleep problems and aggression and social skills in preschool children in Yazd city in 1401-401
Method: The descriptive research method was correlation. The statistical population included all pre-school boys and girls aged 5 to 6 years in Yazd city in 56 schools under the supervision of Yazd education center, which were randomly selected using cluster random sampling method from different districts of Yazd city, District 1. was selected and 16 schools (8 boys' schools and 8 girls' schools) were randomly selected from among the 30 schools in district one. Then 192 female students and 192 male students were selected equally. The data were collected using the children's sleep habits questionnaire (parent form) by Owens, Spirito and McGuinen (2000), the preschool aggression questionnaire (parent form) by Vahedi et al. (2007) and Matson's social skills questionnaire (1983). They were collected and analyzed with the statistical method of simple linear regression, simultaneous multiple regression and Z test using SPSS-22 software.
Results: The results of simultaneous multiple regression analysis in the main hypothesis showed that aggression and social skills significantly explain 0.306 of the variance of sleep problems scores. Also, the results of simple linear regression analysis in the first sub-hypothesis indicated that aggression explains 0.313 of the variance of preschool children's sleep problems. In addition, the results of multiple regression analysis in a simultaneous way among the components of aggression, only the physical aggression component could predict 0.438 of the variance of sleep problems scores, but the components of verbal aggression, relational aggression and impulsive aggression The relationship was not significant and these components could not predict sleep problems. In the second sub-hypothesis, the results of simple linear regression analysis showed that 0.277 of the variance of preschool children's social skills is explained by sleep problems, and among the components of social skills, the component of appropriate social behavior, the component Antisocial behavior, and the peer relationship component predicted 0.382 of the variance of preschool children's sleep problem scores. However, the two components of aggression - impulsivity and high self-confidence in having a relationship were not significant and these components were not able to predict sleep problems. And in the third sub-hypothesis, the z-test analysis for comparing the relationship between social skills, aggression and sleep problems of preschool boys and girls showed that there is no significant difference. Thus, there was no difference between the relationship between social skills and aggression with sleep problems in boys and girls.
Discussion: The results indicate that the importance of paying attention to the sleeping habits of preschool children, especially children who have a background of aggression and lack of appropriate social skills, is highlighted for counselors in schools.