Designing A Problem-Solving Skills Curriculum Model for Preschool Children and Validating It

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  • Shahrzad Sarkhosh1,
  • Alireza Sadegi*2,
  • Batool Faghiharam3,
  • Hasan Shabani Gilchalan4,
  • Rozita Zabihi5,
  1. Ph.D. Student in Curriculum, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Islamic Azad University, Islamshahr Branch, Tehran, Iran.
  2. Associate Professor, Department of Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
  3. Assistant Professor, Sociology of Education, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Islamic Azad University, Islamshahr Branch, Tehran, Iran.
  4. Assistant Professor, Curriculum, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Islamic Azad University, Islamshahr Branch, Tehran, Iran
  5. Assistant Professor, Educational Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, Islamic Azad University, Islamshahr Branch, Tehran, Iran.

Revised: 2022-05-28

Accepted: 2022-09-12

Published in Issue 2022-07-01

How to Cite

Sarkhosh, S., Sadegi, A., Faghiharam, B., Shabani Gilchalan, H., & Zabihi, R. (2022). Designing A Problem-Solving Skills Curriculum Model for Preschool Children and Validating It. Journal of Education Experiences, 5(1), 25-42. https://oiccpress.com/jee/article/view/10984

PDF views: 132

Abstract

The aim of this study was to design a problem-solving curriculum model for preschool children and validating it. In this study, a mixed exploratory approach (qualitative-quantitative) was used. In the qualitative part, the population included curriculum specialists, educational psychologists and preschool teachers, and new domestic and foreign theoretical foundations. Based on the criterion sampling method, 13 sources were studied and for the interview, the purposeful snowball sampling method was used and finally the sample size was considered to reach theoretical saturation (36 people). In the quantitative part, the statistical population included curriculum specialists, educational psychologists, and preschool educators. The sample size was determined based on Cochran's formula of 357 people and proportional block random sampling method was used. Data were collected in the qualitative part through semi-structured in-depth interviews and in the quantitative part through a researcher-made questionnaire. Qualitative findings were obtained by content analysis and Max QDA software. The findings of the qualitative section represent a comprehensive theme, organizing themes at two levels, the first of which includes the nine elements of the curriculum (aims, content, teaching method, learning activity, teaching materials, space, time, grouping, evaluation) and the second level includes the characteristics of each of these elements. Each of the second level organizing themes also has a number of basic themes. To validate this model, factor analysis and structural equations were used in Smart PLS3 software
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