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

Biannual Journal of Education Experiences

دوره 5، شماره 2 - شماره پیاپی 9، مهر 2022، صفحه 25-42   

نوع مقاله: Original Article

نویسندگان

Shahrzad Sarkhosh¹؛ Alireza Sadegi^{* 2}؛ Batool Faghiharam³؛ Hasan Shabani Gilchalan⁴؛ Rozita Zabihi⁵

¹Ph.D. Student in Curriculum, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Islamic Azad University, Islamshahr Branch, Tehran, Iran.

²Associate Professor, Department of Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.

³Assistant Professor, Sociology of Education, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Islamic Azad University, Islamshahr Branch, Tehran, Iran.

⁴Assistant Professor, Curriculum, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Islamic Azad University, Islamshahr Branch, Tehran, Iran

⁵Assistant Professor, Educational Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, Islamic Azad University, Islamshahr Branch, Tehran, Iran.

چکیده

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

کلیدواژه‌ها

design a model؛ curriculum؛ problem solving skills؛ children؛ preschool

مراجع

References

- Barnes, T. N., Wang, F., & O'Brien, K. M. (2018). A meta‐analytic review of social problem‐solving interventions in preschool settings. Infant and Child Development, 27(5), 1-22.

- Çoban Budak, E., Deveci Topal, A., & Kolburan Geçer, A. (2018). Developing the scale of problem-solving skills for secondary school-aged deaf and hard of hearing students. Pedagogical Research, 3(1), 1-8.

- Delfan Azari A., Aliasgari M., Khazaei K., & Soleymanpoor J. (2018). Designing the Curriculum Model Based on the Development of Problem-Solving Skills at the Undergraduate Nursing. Educ Strategy Med Sci., 11 (5), 68-76.

- Delfan Azari A., Aliasgari M., Khazaei K., & Soleymanpoor J.  (2020). Identifying and validating the components of the problem-solving curriculum in order to educate nursing students. Journal of Curriculum Studies, 2 (38), 74-90.

- Ebadi, N., Ranjdoust, Sh., & Azimi M. (2020). Suggested Pattern for Task-Based Curriculum Design in Nursing Master’s Degree According to Aker.  Journal of Nursing Education, 9 (1), 40-54.

- Ebrahimpour Koumleh, S., Naderi, E., & Seif Naraghi. M. (2018). The Role of Problem-Solving Skills in Emergence of Healthy and Positive Behaviors: Development and Evaluation of an Optimal Model for Social Studies for Primary School Curriculum. Bi-Quarterly Journal of Educational Studies, 6 (16), 125-172.

- Fogarty, R.J. (1997). Problem-based learning and other curriculum models for the multiple intelligences classroom. US: SAGE Publications Inc.

- Fooladi, M. (2014). Status and scope of qualitative research: Criticism and review. Quarterly Journal of Research in the Humanities, 4 (2), 27-46.

- Ghasemtabar, N. (2016). Designing and validating the model of the Iranian preschool music curriculum. Ph.D. Thesis, Faculty of Psychology and Educational Sciences, Kharazmi University.

- Guido, M. (2016). 5 advantages and disadvantages of problem-based learning [+ Activity Design Steps]. Available online: https://www.prodigygame.com/blog/advantages-disadvantages-problem-based-learning/ [Date of access: 31 March 2021].

- Hawley, P. H. (2003). Strategies of Control, Aggression, and Morality in Preschoolers: An Evolutionary Perspective. Journal of Experimental Child Psychology, 85(3), 213-235.

- Karademir, C. A. (2019). Pre-service teachers’ problem-solving skills and curiosity levels. International Journal of Educational Methodology, 5(1), 151-164.

- Kasik, L., & Gál, Z. (2016). Parents' and Teachers' Opinions of Preschool Children's Social Problem-Solving and Behavioural Problems. Early Child Development and Care, 186 (10), 1632-1648.

- Kaya, M., Tadeu, P., Sahranc, Ü, Arslan, S., & Demir, S. (2017). An investigation of problem-solving skills in preschool education. Sakarya University Journal of Education, 7(3), 498-514.

- Kazu I.Y., & Iş, A. (2018). An investigation about actualization levels of learning outcomes in early childhood curriculum. Journal of Education and Training Studies, 6(3), 66-77.

- Malopinsky, L., Kirkley, J., Stein, R., & Duffy, T. (2000). An instructional design model for online problem-based learning (PBL) environments: The learning to teach with technology studio. Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (23rd, Denver, CO, October 25-28, 2000). Volumes 1-2.

- Mclachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment, and implementation. 3^rd Edition, Cambridge University Press.

- Modarres M., Mohseni H., & Shiran Noogi P. (2017). The Comparison of The Effectiveness of Problem-Solving Skill Education with Two Methods of Workshop and Educational Booklet on Interpersonal Communication of Midwives. Journal of  Research in Medical Education, 9 (3), 19-28.

- Naidu, S. (2005). Learning and teaching with technology (principles and practices). London and Sterling, VA: Kogan Page.

- Ngang, T. K., Nair, S., & Prachak, B. (2014). Developing instruments to measure thinking skills and problem-solving skills among Malaysian primary school pupils. Procedia-Social and Behavioral Sciences, 116, 3760 – 3764.

- Olivares, D., Lupianez, J.L., & Segovia, I. (2020). Roles and characteristics of problem-solving in the mathematics curriculum: A review. International Journal of Mathematical Education in Science and Technology, https://doi.org/10.1080/0020739X.2020.1738579.

- Poordavood, M., Usefzadeh, M., Katueian Javadi, R., & Ahghar, G. (2020). Identifying the features of curriculum basic elements based on the Steiner model (A mixed research). Quarterly Journal of Research in Teaching, 8 (4), 1-12.

- Resing, W.C.M., Bakker, M., Pronk, Ch.M.E., & Elliott, J.G. (2016). Dynamic testing and transfer: An examination of children's problem-solving strategies. Learning and Individual Differences, 49, 110–119.

- Rohaty, M. M., Azhar, M. A., & Sopia, M. Y. (2017). Global readiness among preschools children in Malaysia. International Journal of Education and Practice, 5(8), 118-126.

- Sabzeh, B. (2018). Entrepreneurial Education as a New Approach to Preschool Education. Journal of Curriculum Studies (J.C.S.), 12 (15), 57-80.

- Salsabili, N. (2006). Using The Problem-Solving Approach in Planning the Social Studies Curriculum for The Guidance Schools.  Journal of Curriculum Studies (J.C.S.), 1 (3), 47-104.

- Schmidt, H.G., & Moust, J.H.C. (2000). Factors affecting small-group tutorial learning: a review of research. In: Evensen DH, Hmelo-Silver CE, editors. Problem-based Learning: A Research Perspective on Learning Interactions. Mahwah, NJ: Lawrence Erlbaum, p. 19–52.

- Seif, A. A. (2019). Modern Educational Psychology: Learning and Teaching Psychology. Tehran: Doran Publishing.

- Shumway, J. F., & Pace, L. (2017). Preschool Problem Solvers: CGI Promotes Mathematical Reasoning. Teaching Children Mathematics, 24(2), 102-110.

- Sun, Ch., Shute, V. J., Stewart, A., Yonehiro, J., Duran, N., & D'Mello, S. (2020). Towards a generalized competency model of collaborative problem-solving. Computers & Education, 143, 1-17.

- Thornton, L. & Brunton, P. (2017). Application of Reggio Emilia approach in preschool education. Translated by Aida Samak Mohammadi, First Edition, Tehran: The Institute for Research on the History of Children's Literature.

- Treweek, J., & Kelly-Ware, J. (2020). "But I Had It First!" Young Children, Possession, and Social Problem Solving. Early Childhood Folio, 24(4), 21-25.

- Van Loan, Ch. L., Garwood, J. D., Smith, S. W., & Daunic, A. P. (2018). Take CHARGE! A randomized controlled trial of a social problem-solving curriculum to support students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 27(3), 143-153.

- Walker, O., Degnan, K., Fox, N., & Henderson, H. (2013). Social problem-solving in early childhood: Developmental change and the influence of shyness. Journal of Applied Developmental Psychology, 34, 185–193.

- Weiland, Ch., McCormick, M.,   Mattera, Sh., Maier, M., & Morris, P. (2018). Preschool curricula and professional development features for getting to high-quality implementation at scale: A comparative review across five trials. American Educational Research Association, 4(1), 1-16.

- William, D., & Aislie, K. (2014). It’s a big problem! Teaching children solving skills. Available in: https://eclkc.ohs.acf.hhs.gov/sites/default/files/video/transcripts/teachertime-02-2014.pdf [Date of access: 31 March 2021].

- Yew, E.H.J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75–79.

- Zhang, H. (2019). The facilitative effects of ambiguous figures on creative solutions. Journal of Creative Behavior, 53(1), 44-51.