Aim and Background: The preschool has a fundamental role in the individual cognitive functions developmental. Therefore, the purpose of this study was the effect of family-centered educational interventions on cognitive functions of children of 3 to 6 years. Methods and Materials: The project’s plan was quasi-experimental with pretest-posttest in control group. All of children in 3 to 6 years in Yasuj are the statistical population of this study. For this purpose, were selected 90 children (45 in experimental group and 45 in control group) by multistage random sampling method and were randomly assigned into two groups. The Wechsler Preschool and Primary Scale of Intelligence (WPPSI-3) was instrument in this study. After pre-test, 20 sessions of family-centered educational interventions were administered to the experimental group. For data analysis were used SPSS-23. Findings: The statistical results indicated the family-centered educational interventions affected on the cognitive functions children in 3 to 6 years in Yasuj. In other words, there was a significant difference between the experimental and control groups in terms of verbal, practical, and total subscale (P≥.001). Conclusions: Since family-centered educational interventions have been effective on cognitive functions of children, it is recommended to use this method to improve the cognitive functions of children in 3 to 6 years.
Aim and Background:The aim of the research is to investigate the relationship between cognitive functions and reading literacy in fourth grade primary school students. Methods and Materials:The study method is descriptive-correlation. The statistical population includes all the male students of the fourth grade of primary school in Tehran who were studying in the academic year of 1402-1403, and 174 of them were purposefully selected as a sample. Reading literacy progress tests (Perles, 2016) and subtests from the fifth edition of the Wechsler Intelligence Test for Children (WISC-5) and the attention and concentration test IVA-2 were used for measurement. Findings: The Pearson correlation coefficient results showed that there is a positive relationship between the components of cognitive performance and literary and information literacy of fourth grade elementary school students. The results of regression analysis showed that conceptual thinking with standard beta coefficient (0.451) had the highest regression effect on students' literary reading literacy. In addition, conceptual thinking with a standard beta coefficient (0.456) had the highest regression effect on students' information literacy, and processing speed, active memory and attention after conceptual thinking had the highest regression effect on students' information literacy. Conclusions:By increasing the cognitive abilities of students, it becomes possible to perform multiple skills at the same time, and students with information literacy recognize the value of information in texts and have the ability to find and analyze information while reading and are able to understand the content. Evaluate information critically
