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Introduction: Considering the importance of stress management, which is a pivotal component of emotional intelligence (EQ), the present century has underscored the profound impact it holds on the well-being and psychological health of children. Children, being the most vulnerable demographic in society, necessitate exposure to social interactions during their formative years, a period critical for their mental, physical, and social development. This underscores the need for an environment conducive to children's expression of novel thoughts and abilities. With a substantial portion of their formative years spent at educational institutions, the undeniable influence of environmental factors on their stress levels becomes evident. Consequently, this study aims to identify the most potent environmental determinants that enhance emotional intelligence and stress management skills in children, thereby mitigating stress and enhancing their comfort levels within elementary schools.
Methodology: The methodology employed in this research encompasses a Delphi survey. Following a thorough review of literature and documentary sources, a researcher-designed questionnaire was formulated. This questionnaire delves into the environmental elements impacting the emotional intelligence and stress management of children attending elementary schools. The target population comprises experts and faculty members specializing in architecture and psychology within universities across Iran. Employing the snowball sampling technique, participants were selected, resulting in a sample size of 24 experts after reaching theoretical saturation. Subsequently, utilizing open and axial coding techniques and establishing a goal-content table, a researcher-developed 52-item questionnaire was completed by the experts. Finally, the outcomes were extrapolated through Q-factor analysis, exploring the interplay between the identified components and research variables.
Results: The article presents data analysis encompassing descriptive and inferential statistics. The initial focus is on descriptive findings, including characteristics such as age, gender, field of study, and educational level of the respondents. In the section pertaining to inferential findings, the data collected underwent analysis using the Q factor analysis method facilitated by SPSS software. In pursuit of attaining the intended factor arrangement through varimax factor rotation, the loadings of factors with a more uniform distribution were extracted and regarded as the principal components. Outcomes derived from the Delphi technique identify six core components influencing children's emotional intelligence and stress management: a child-centered environment, a secure and safe environment, a flexible environment, an attractive and exciting environment, a predictable and legible environment, and a sensory-stimulating environment. 
Conclusion: The findings illuminate that, as perceived by experts, a child-centered environment, a secure and safe environment, a flexible environment, an attractive and exciting environment, a predictable and legible environment, and a sensory-stimulating environment collectively contribute to enhancing children's emotional intelligence and stress management capabilities. These mechanisms encompass resilience, a sense of security, adaptability, attractiveness, predictability, and sensory stimulation, respectively. Taking these factors into consideration, it is possible to create an educational environment in which children can address their emotional and social needs and unleash their inherent capacity for growth.
 

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Introduction: Childhood is the most important period of human life. Children interact with their surroundings to develop and flourish their physical and mental abilities. Today, trying to provide suitable environments for children has become one of the major concerns of architects. Increased insecurity in cities, increased construction and housing, and a decrease in houses with yards have reduced play space and ultimately the mobility of children. In recent years, a large part of children's entertainment and leisure time is spent watching TV and computer games, causing a change in children's play space and mobility, and ultimately reducing their mobility. With the outbreak of Coronavirus, followed by the closure of schools and the reduction of children in contact with each other, the construction of urban spaces for children according to the needs and creativity of children, not only for mobility but also for social life. And it leads to learning many useful activities and discovering their creativity. This study aims to investigate and identify the effective environmental components, including space construction, in promoting children's motor intelligence and prioritizing environmental components to improve children's motor intelligence.
Methodology: This research has been done by descriptive-analytical method; First, articles and books related to motor intelligence have been studied, then by observing the behavior of children in summer and autumn at different hours of the day, two movements of children have been studied from two parks of Shadi park and Noshirvani park in Babol. Due to the prevalence of corona during the research and the absence of children in outdoor play areas, access to children was low, so the frequency of research and observation of children's behavior was higher. The validity of the research was based on the Trinity technique. In such a way, two experts with expertise in child psychology and experience working with children, after completing the observations and analyzing the data, have checked the correctness of the method and results. 
Results: The research results in these two parks show that all children have motor intelligence and can be improved. Children have motor intelligence and the ability to work with objects. They use and move their limbs when playing, talking, or doing any activity. They perform very well in theatrical works and sports. They are good at opening and closing parts of an object and perform well in balanced games.
Conclusion: According to the obtained components of this intelligence, which include spaces with sequences, groups, spaces that arouse children's curiosity, and spaces that increase balance and movement in children, children's motor intelligence can be improved. Since the environment has a great impact on promoting children's motor intelligence, designing and constructing urban play spaces and providing a school environment, teaching in different ways (such as performing plays and conducting practical experiments to better understand the lessons) and games in school have a significant effect on promoting children's motor intelligence.
 

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Introduction: Aggressive behavior in various forms is one of society’s major and fundamental
problems. The importance of this issue at the global level has led to proposals and solutions to reduce
aggression. Environmental experts believe that the environment with its components can significantly
impact mental health, behavioral stress, the sense of belonging to space, and the amount of social
interactions of users. The onset of aggressive behavior in childhood will lead to serious social harm
and threats in the future. Aggressive behavior is very concerning. Aggressive children are harmed in
their relationships with family, peers, and teachers, and this behavior will affect their academic
performance, concentration, and learning. For this reason, the identification of factors affecting this
behavior has been the focus of mental health researchers and should be considered by the educational
system. Thus, school is the most effective environment in which students, along with their friends and
peers, can imitate aggressive behavior or they can behave relatively calmly and logically. The main
purpose of this research to reduce such behaviors of students in schools is to achieve a model of
optimal causal relationships between effective environmental components.
Methodology: The research method is based on a survey to evaluate the environmental components
that are affecting the reduction of aggressive behavior, which was extracted from the framework of
theoretical foundations. A questionnaire was prepared and distributed among 317 male high school
students. Data analysis is a method of factor analysis in which the relationship between environmental
components is explained, and the final research model is drawn from Emus software. Also, causal
relationships of the model are evaluated using path analysis.
Results: In the findings of the research, the relationship model between the seven main factors of
environmental components and students' aggression in schools has been drawn. These factors include
the effect of a stress-free environment in establishing a sense of empathy among students, the effect of
diversity in increasing spatial attractiveness, the effect of readability and accessibility on improving
students' mental peace, the effect of naturalism on the formation of a fresh environment, the effect of
privacy on increasing environmental security, and the effect of flexibility of environmental elements.
In improving the performance and finally, the effect of furniture and diverse arrangement is on setting
the activity of the environment. In the final model, three cycles of naturalistic factors impact the
environment without stress. The first cycle, which expresses the role of nature along with the
readability and flexibility of space, will lead to the movement of the second cycle with the addition of
the diversity factor and then the third cycle with the activity factor.
Conclusion: The results indicate that the cycle of naturalism with the mediation of diversity at 39.8%
and activity at 40.2% has led to the formation of a stress-free environment. Also, the spatial readability
factor with 65.4%, and the environmental security factor with 50.2% were identified as the most
effective factors in the model, and the final model was influenced by these two factors.