Document Type : Original Article
Authors
1
Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
2
PhD in Curriculum Studies, University of Birjand, Birjand, Iran
Abstract
Background and Objectives: Preschool is considered one of the important periods in the general education system that is less considered. This period is organized as an annex to primary schools in rural and nomadic areas where the population of new students is small. Therefore, the aim of the present study is to analyze the current status of preschool curricula in rural and nomadic areas attached to rural primary schools. Methods: This study was conducted with a qualitative approach and data-based method. The research area included all educators, teachers, and principals of rural and nomadic schools with preschool in South Khorasan Province, who were selected through purposive sampling of the criterion-based type. Data were collected through semi-structured interviews with eighteen teachers, seven independent educators of rural preschools, and five principals of rural and nomadic schools. Open, axial, and selective coding methods were used to analyze the data. Lincoln and Cuba criteria were used to ensure validity and reliability. Findings: The results of the study indicate twenty central concepts and seven selected categories that were organized in a paradigmatic model including insular and uncodified curriculum planning as central conditions, causal conditions (weakness of teachers' skills, environmental challenges, weak attitude-cultural and weak content), contextual factors (social, organizational and family contexts), suggested strategies (independence of preschool education as a deputy, specialization, support and support, and indigenous-oriented planning), intervention factors (curriculum planning approach, needs assessment, attention to the professional development of implementers, and systemic attitude), and outcome (decreased effectiveness and efficiency of the curriculum). Conclusion: According to the findings, we can conclude that in order to improve the current situation of preschool curricula in rural and nomadic areas, we need a new approach to planning, optimal implementation, and restructuring of education.
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