Who we are and what we do

Modares Institute for Childhood Studies (MICS) is a research institute affiliated with Tarbiat Modares University (TMU), Tehran, Iran (www.modares.ac.ir). MICS started its organized activity in 2017 after 5 years of sporadic research activities by a group of researchers at TMU on childhood studies.

MICS has been active in the following research areas:

- Developing a rich environment for children's development at home, at education centers and at schools

- philosophical and sociological study of childhood in Iran

- Developing curriculum for ECE

- professionalism in ECE and primary education

- Developing assessment instruments for both process and outcome quality of ECE centers, homes and primary schools

- Developing educational materials for parenting practices

- Continuous improvement of schools and pre-school centers based on data

Modares Institute

MICS provides the following services to pre-schools, kindergartens, schools and parents:

- Data-driven quality improvement for primary schools, kindergartens and pre-schools: This is done based on a model of school improvement in which both the process and outcome quality are assessed at the beginning, then the school will receive an analytical report, followed by coaching to develop its own improvement plan and implement it in steps.

- Quality materials in the form of texts, photos, video clips and workshops for parents of children under 10, teachers and educators as well as managers and directors.

- A mobile based application for parents to assess their children's development in natural context of home in order to receive tailored contents for parenting in the forms of texts and videos.

Research Network

International Collaborations

International Research Projects:

1) Research Network "Cultures of Early Childhood Education and Care (CECEC)"

This is a multi-nationality research network in which the following universities and people have come together for a joint publication and a joint project on the cultures of early childhood education:

University of Dublin, Ireland: Mathias Urban

University of Roehampton, London, Clara Ines Rubiano Zornosa

Mercy College, New York, U.S.A: Helge Wasmuth

University of Education, Schwäbisch Gmünd, Germany: Stefan Faas and Dagmar Kasüschke, Steffen Geiger, Bärbel Amerein & Monika Becker

University of Stavanger, Norway: Eva Marianne Johansson & Monika Anna Röthle

Tarbiat Modares University of Teheran, Iran: Ebrahim Talaee

University of Tübingen, Germany: Rainer Treptow & Ramona Thümmler

Robert Bosch Foundation: Lisa Klopiec

Aarhus University, Denmark, Charlotte Ringsmose

Gothenburg University, Sweden, Susan Garvis

University of Helsinki, Finland, Lasse Lipponen

The Education University of Hong Kong, Shu-Chen Wu

The network has had two meetings in Schwäbisch Gmünd so far and the next meeting will be in Dublin in October 2018.

Research Network

2) Potentials of Transformative Learning Theory for Teachers' Professional Development

This is a joint research project between Tarbiat Modares University (Dr. Ebrahim Talaee and Dr. Hamideh Bozorg) and University of Vienna, Austria (Prof. Ilse Schrittesser, Professor of School Research and Teacher Education, Director of Studies for Teacher Education).

The leading question of this research is why teacher professional development and in-service training programs do not often make an effective change on current situation of teachers' actions in classrooms. Studying different teacher education programs (Darling-Hammond & Rothman, 2011, Clandinin, 2010, Connelly, 1994, Fullan, 2007), it could be said that prescriptive perspectives of these programs, partly, make them ineffective for teachers. Therefore, the next question is which methods for teachers’ professional development could be effective to make a sustainable improvement. In these regards, professional development literature declares that top-down approaches (traditional CPDs, reading material, consultation of experts etc.) have the least impact on improvement of teaching. In addition, this literature informs us that change and improvement of teaching happen gradually and in stages, it is not an ad-hoc event.

سنجش و بهسازی کیفی مدرسه  School Improvement

3) Growing up in Iran. Developing Competence Assessment Instruments for "Non-Cognitive" Constructs

This is a joint project between Tarbiat Modares University (Dr. Ebrahim Talee) and University of Bamberg, Germany. This started in 2016 when Dr. Talaee joined University of Bamberg as a postdoctoral researcher.

See more here:


قشم، جزیره ای برای کودکان

4) Iranian children will take part in the international development and early learning assessment( IDELA) research project. MICS is leading the research project in Iran in 2019 and 2020.

Iranian children

Country Representative for International Organizations:

1) OMEP (Organisation Mondiale pour l’Education Préscolaire”) World Organisation for Early Childhood Education and Care. (www.worldomep.org)

مطالعه طولی جهش تحصیلی

2) European Early Childhood Education Research Association (www.eecera.org)

مطالعه طولی جهش تحصیلی

3) Early Childhood Environment Rating Scales (ECERS), Teachers College Press, Official Permission for Persian translation of ECERS-R and ECERS 3.

مطالعه طولی جهش تحصیلی

4) International Association for Educational Assessment (www.iaea.info)

مطالعه طولی جهش تحصیلی

5) ECERS International group