جستجوی مقالات مرتبط با کلیدواژه « Preschool Education » در نشریات گروه « علوم تربیتی »

The purpose of this research is to represent the Injuries of religious education in the preschool period. In this regard, qualitative research approach and phenomenography research method were used. 15 experts and specialists in the field of pre-primary school and religious education from across the country were selected using criterion type purposeful sampling with maximum diversity. Research data were collected through semi-structured interviews until data saturation was reached. qualitative Content analysis was used for data analysis. The findings indicate serious and fundamental Injuries in both intra-organizational and extra-organizational dimensions. Injuries within the organization include; Injuries related to teachers, injuries related to targeting religious education, injuries related to the content and methods of presenting it to children, and external injuries including; The Injuries are in the management policies sector and the Injuries are in the cultural-social policies sector. Based on the findings, suggestions have been made to reduce the Injuries of religious education Preschool.

Despite the intrinsic and functional value of music education, no model was presented for the preschool music curriculum, which is considered by many experts to be the most important and sensitive period of music learning. The aim of the present study was to design and validate a curriculum model for preschool music education based on David Elliott's theory of praxial music education. The survey method was used for answering the first question (characteristics of the model for preschool music education) the documentary research method, and the second question (the validation of the model). In answering the first question, all theories in the research subject domain, in a multi-phase process, these studies were subject to analysis. Finally, the praxial theory of David Elliot was selected. Then, the seven principles and commonplaces of the music curriculum in preschool were defined and drawn in the form of a model. The results of the validation section showed that, from the point of view of experts, all the components of the proposed model are designed in a desirable and acceptable way, and the developed model is suitable for the music curriculum in preschool.

The aim of this study was to develop strategies for preschool development in nomadic areas of Chaharmahal and Bakhtiari province. The research method is qualitative case study. The statistical population consists of 35 people, including the heads of the preschool education department of the General Directorate of Education, administrator, deputies and experts of education departments of nomadic cities, educational leaders, administrators of educational complexes and doctor teachers working in the nomadic education department of Provinces were formed which were selected as a total count due to the limited statistical population. Library resources, literature review, interviews and questionnaires were used to collect information. The finalized list of data was approved by the researcher in the form of a questionnaire after its approval in the meetings of the Strategic Council, the validity of which was confirmed by several experts and the reliability of Cronbach's alpha method with a coefficient of / 88; Provided to the statistical community. Friedman test and group discussion were used to analyze the data. According to the final score of the internal factors evaluation matrix (2.38) and external factors evaluation (2.74), it was determined that the strategic position of preschool education in Bakhtiari nomadic areas in WO region. which indicates the attention to the opportunities facing the nomadic areas to eliminate the existing weaknesses. . Finally, the results show that in line with the sociological characteristics of nomads, which is one of the most basic and richest forms and lifestyles, the management structure component should include: decision-making, human resources, curricula, resources finance, material and technology should effectively take on a specific and indigenous structure so that many opportunities, depending on the existing context and cultural landscape, lead to the elimination of shortcomings in the field of preschool education in the nomads.

Preschool education can have a significant impact on various aspects of children's development and personality, especially in their psychological and personal and social life. The aim of this study was to investigate the effects of preschool education on self-esteem of first grade elementary students by post-event method on 100 preschool students who did not attend the first grade of Save, Iran. The research instrument was the standard self-esteem questionnaire of Pope et al. (1989) and the research data were analyzed using descriptive and inferential tests (independent t-test, one-way analysis of variance and ANOVA). Preschool children were higher than those who did not, and no significant difference was found between family self-esteem and self-esteem among male and female students.

The current study has mainly investigated the effect of preschool education on the reduction of learning specific disorders of primary school students. To this end, causal-comparative method of research was preferred. The statistical population covered the first to third graders of primary school in Hamadan province. The main sample included 623 students being selected via cluster and random sampling techniques. To collect the data learning disorders list, standard reading test and researcher-made tests of dictation and mathematics were used. To analyze the data, in addition to descriptive statistics, chi-square test, Fisher correction and Phi coefficient were run. The results showed that the students who had received education in preschool, compared with those who had not, had low disorder in reading. However, concerning dictation and mathematics disorders, no significant difference was observed between the two groups. The results were discussed and the preschool education was recommended to be paid further attention.

This research using one of new research methods namely meta-analysis evaluates the results of studies surveying effective agents bilingualism and preschool education in education achievement. These studies have been accomplished in Iran. In this way 28 accomplished researches about effective agents bilingualism and preschool education in scholastic achievement were gathered and 10 reports of them were chosen for meta-analysis. These reports on base of research methodology parameters concluding questions, theories, statistic society, sampling, research method, statistic method validity and reliability of inventory were chosen for meta-analysis. Statistic analysis by use of comprehensive meta-analysis software was done. This study using incorporation of effect size by Schmitt and Hunts method shown that there is no relation between bilingualism and education achievement, but there is relation between education achievement and preschool education.

Research findings showed that Āzari-Turk children who benefit from preschool education show more Persian oral proficiency and academic achievement than their peer counterparts who do not benefit from such education. However, it is not clear if the better performance of the first group of children continues during later years of education. It was an ex-post-facto study that was done using causal-comparative method. The present study was set out to examine the lasting effect of one year preschool education and the lack of such education on Āzari-Turk children’s Persian oral language proficiency and academic achievement at the end of primary school third grade. Upon their enrollment at grade one, two groups of Āzari-Turk children (G1 = 30, G2 = 30) were examined in terms of their Persian language skills (Rouhi & Behnām, 2011). One group had already attended one year of preschool education, while the other had not and the two groups had significant differences on Persian speaking, organizing, listening, semantics, syntax and phonology on their first days of primary school first grade. The distribution of TOLD – P3 test on the two mentioned groups of children after three years of primary school education showed that the group with one year preschool education outperformed the control group on different subtests of TOLD-P3 test, despite three years of primary school education. Furthermore, the experimental group had better performance on courses dependent on Persian language arts such as Persian language, spelling, composition, Koran, religious studies, social studies and science, compared to the control group. There was no such difference in the performance of the two groups of children on courses such as art and physical education that were independent of the Persian language arts. The scores obtained for the subtests of TOLD including picture vocabulary, relational vocabulary, oral vocabulary, grammatical understanding, sentence imitation, grammatical completion, word discrimination, phonemic analysis, and word naming as well as the spoken components including the spoken language, listening, organizing, speaking, semantics, and syntax were computed for the two groups of the participants. All scores obtained from the subtests and the spoken components were converted to standard and quotient scores, respectively. A comparison conducted between the 2 sets of scores for the 2 groups suggested that except for the relational vocabulary and word discrimination subtests, the group with one year of preschool education outscored the control group in all subtests and quotient scores, despite the fact that both groups had received the same primary school education for 3 years. In addition, in the courses dependent on the Persian language arts, the first group performed better than the latter one, while in the courses independent of the mentioned skills, the two groups of children’s performance was almost the same.

This paper documented the impact of one-year preschool education on Persian oral skills of 1st grade Azari students. Participants were 30 students (group 1) who had already attended preschool education for one year and 30 students (group 2) who had no chance to attend the program. The participants in both groups were randomly selected from a population of 450 1st grade students in Hir (a small city in Ardabil Province). While participants in group 2 had no previous Persian experience, exposure of group 1 to Persian language was limited to preschool education. All participants appeared to be homogeneous in terms of their socioeconomic status which was examined through a questionnaire. Using a language development test (TOLD-P:3), Persian oral skills of participants in both groups were measured in terms of speaking, organizing, listening, semantics, and phonology composites. Independent samples t-tests and the Mann-Whitney U tests were run to check the differences between the indices obtained for the two participating groups for each of the composites of Persian oral skills. The raw scores, the standardized scores, and the composite quotients of all participants were checked against their corresponding tables given in TOLD-P:3. The results showed that oral skills of participants in group 1 had improved to the extent close to standard and acceptable, while that of participants in group 2 turned out to be well below the standard level. As for the composite quotients and all subtests except for word discrimination, statistically significant differences were observed between group 1 and group 2, implying that those who had attended preschool program were able to perform better than those who had not attended the program on almost all subtests of the test. Based on the results obtained, preschool education program is highly recommended to be run in the regions where children speak a language other than Persian across the country.