Volume 5, Issue 2 (Summer 2022)
Iranian Journal of Educational Sociology 2022, 5(2): 241-253 |
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Mahdavian A R, Saber Garkany A, Sharifi A. (2022). Evaluating the Model of Implementation Educational Activities in the Preschool Period. Iranian Journal of Educational Sociology. 5(2), 241-253. doi:10.61186/ijes.5.2.241
URL: http://iase-idje.ir/article-1-1311-en.html
URL: http://iase-idje.ir/article-1-1311-en.html
1- PhD Student, Department of Curriculum, Roudehen Branch, Islamic Azad University, Roudehen, Iran.
2- Assistant Professor, Department of Curriculum, Roudehen Branch, Islamic Azad University, Roudehen, Iran.
2- Assistant Professor, Department of Curriculum, Roudehen Branch, Islamic Azad University, Roudehen, Iran.
Abstract: (846 Views)
Purpose: Educational activities play an important role in the growth and flourishing of talents and abilities. As a result, the current research was conducted with the aim of evaluating the model of implementing educational activities in the preschool period.
Methodology: This study in terms of purpose was practical and terms of implementation method was qualitative from type of exploratory. The statistical population of the present study was all the preschool period teachers in the east of Tehran province, numbering 1830 people who based on Cochran's formula the sample size was estimated to be 318 people who were selected by multi-stage cluster sampling method. The data was collected with a researcher-made questionnaire of educational activities in the preschool period with 110 items and its face validity was confirmed by the opinion of 30 experts and its reliability was evaluated suitable by Cronbach's alpha method. Data were analysed by exploratory factor analysis and structural equation modelling methods in SPSS and AMOS software.
Findings: The results of exploratory factor analysis showed that the model of implementing educational activities in the preschool period had 110 indicators in 20 components and 8 dimensions. Its dimensions and components were included goals (with 2 components of general goal and partial goal), content (with 5 components of children's educational ability, analysis ability, content comparison ability, content recombination and content production training), teaching and learning strategies (with 2 component of teaching characteristics and teaching techniques), learning activities (with 2 components of personalized learning and active learning), grouping (with 3 components of individual characteristics of the child, various forms of group activities and emotional and social characteristics), resources (with 3 components of required resources and facilities , characteristics of resources and materials and use of visual resources and materials), evaluation (with 1 component of child evaluation characteristics), time and place (with 2 components of time management and space management) which their content validity ratio was calculated higher than 0.70 and their reliability with Cronbach's alpha method was calculated higher than 0.70.
Conclusion: The confirmed model of implementing educational activities in the preschool period of the current research can help the specialists and planners of the education system in designing and implementing programs to improve the educational activities in the preschool period.
Methodology: This study in terms of purpose was practical and terms of implementation method was qualitative from type of exploratory. The statistical population of the present study was all the preschool period teachers in the east of Tehran province, numbering 1830 people who based on Cochran's formula the sample size was estimated to be 318 people who were selected by multi-stage cluster sampling method. The data was collected with a researcher-made questionnaire of educational activities in the preschool period with 110 items and its face validity was confirmed by the opinion of 30 experts and its reliability was evaluated suitable by Cronbach's alpha method. Data were analysed by exploratory factor analysis and structural equation modelling methods in SPSS and AMOS software.
Findings: The results of exploratory factor analysis showed that the model of implementing educational activities in the preschool period had 110 indicators in 20 components and 8 dimensions. Its dimensions and components were included goals (with 2 components of general goal and partial goal), content (with 5 components of children's educational ability, analysis ability, content comparison ability, content recombination and content production training), teaching and learning strategies (with 2 component of teaching characteristics and teaching techniques), learning activities (with 2 components of personalized learning and active learning), grouping (with 3 components of individual characteristics of the child, various forms of group activities and emotional and social characteristics), resources (with 3 components of required resources and facilities , characteristics of resources and materials and use of visual resources and materials), evaluation (with 1 component of child evaluation characteristics), time and place (with 2 components of time management and space management) which their content validity ratio was calculated higher than 0.70 and their reliability with Cronbach's alpha method was calculated higher than 0.70.
Conclusion: The confirmed model of implementing educational activities in the preschool period of the current research can help the specialists and planners of the education system in designing and implementing programs to improve the educational activities in the preschool period.
Type of Study: Research Article |
Subject:
Special
Received: 2022/06/8 | Accepted: 2022/01/13 | Published: 2022/09/22
Received: 2022/06/8 | Accepted: 2022/01/13 | Published: 2022/09/22
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