Emotional competence is a combination of emotional knowledge and emotion regulation skills. A remarkable body of research revealed that emotional competence develops through childhood. This study aims to investigate the possible facilitatory role of an educational program named preschoolers' Affect Recognition Training (PART) on emotional competence. With the help of culture-based illustrations, PART utilizes emotion coaching, group activities, and mindfulness techniques in plays. In a pretest-posttest design, 95 children (Girls = 48), aged 3-6 (M = 4.22, SD = 0.73) participated in this study. The experimental group received 10 one-hour sessions across five weeks with a random assignment. We used the Affect Knowledge Test and the Preschool Self-Regulation Assessment as behavioural measures. The experimental group showed an improvement in emotional knowledge, F(1, 90) = 444.43, p < .001, emotion regulation, F(1, 92) = 5715.08, p < .001, and inhibitory control, F(1, 92) = 16.06, p < .001, compared to the control group (p < .001). Results suggest that PART has facilitatory effects on children's emotional knowledge and emotion regulation.

The purpose of this article is to explain how preschool children make decision about the distribution of resources. Research type is Qualitative. Sampling method is convenience. We used Semi-structured interview regulated by the researcher, including pictures and short-stories. Data analysis method was interpretation. Findings and results show that preschool children's conception of distributive justice is not the same. The decision made by the child is the consequence of the resultant of different factors including education, self-interest and factors the child has. The major factors children have are need, attributes of recipients, relations and work done. Self-benefit and what is to be distributed also affect the decision child makes. Children follow a variety of goals in distribution including spreading happiness and friendship, meeting people need, motivating and rewarding. The other result is that children theoretical perspective is in some cases different from their performance and self-benefit is a chief factor that makes this difference.

Weaknesses in children’s social skills could lead to a number of problems during the adulthood. Aimed at reducing such problems through elimination of those weaknesses by engaging preschoolers in group games, in the present study a sample of 30 preschoolers with weak social skills were randomly placed in two groups of equal size, one of which went through 10 sessions of group games in 5 weeks. The analysis of the collected data revealed a significant improvement (p<0.05) in the group’s social skills, as they exhibited appropriate social skills, avoided anti-social behaviors such as aggression and supremacy, and improved their relationships with their peers. Thus those dealing with children are recommended to use group games, alongside other interventions, to correct and improve children’s social skills.

Disobedience in children is caused by affective defects such as lack of empathy which can be remedied through teaching. To assess the effectiveness of a course on empathy for preschoolers, known as the Giraffe’s Language, a group of thirty 5-6 year olds who had exhibited signs of disobedience was randomly divided into two groups of equal size, one of which went through a ten session course on empathy with each session being of 45 minutes length. Both groups’ empathy was measured before and after the course implementation utilizing the Achenbach’s Checklist with assumed validity. Data analyses revealed, as expected, that the experimental group showed significantly less disobedience after the course. Thus the effectiveness of the said course was confirmed.

Background: childhood aggression, particularly in preschoolers, is one of the most common behavioral problems throughout the world. Therefore, it is important to identify the predictors of this problem. This study was conducted to determine the predictors of physical and verbal aggression in preschoolers.Methods: This descriptive cross-sectional study was conducted on preschoolers in Rasht in 2013. Study samples included 614, 5 to 7 year-old children who were selected by two-stage cluster sampling of preschool centers under the supervision of Education and Welfare organization of Rasht. Data collection tool included two questionnaires. The scale aggression in preschool children was used to measure the aggression and the questionnaire consisted of 3 parts (individual, familial, social and economic) was used to examine the factors related to the aggression. Then the data was analyzed by PSS software version 21, using descriptive and analytical statics.Results: The average score of verbal and physical aggression and also individual, familial and socioeconomic factors related to them were calculated. (p<0.05) Multiple linear aggression model results showed that individual and familial factors- including the type of preschool center (public or private), father's level of education, parents arguing in the presence of their children and corporal punishments by parents- were the main predictors of the aggression.Conclusions: According to the results of the study, it seems that individual and familial factors are the main predictors of physical and verbal aggression in children. Therefore, the special attention must be paid to these two factors for preventing.