پژوهش در برنامه ریزی درسی

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

تاریخچه مجله

اعضای هیات تحریریه

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

اطلاعات آماری نشریه

اخبار و اعلانات

تبیین ماهیت برنامه درسی روئیدنی و استنتاج مبانی و اصول آن در دوره پیش دبستان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکترای برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.

2 دانشیار گروه مطالعات برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.

3 استادیار گروه مطالعات برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.

4 دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه شاهد، تهران، ایران.

چکیده

این پژوهش درصدد استنتاج مبانی و اصول برنامه درسی روئیدنی در دوره پیش دبستان بوده است. برای این منظور پس از تحلیل اسنادی و مفهومی ماهیت این برنامه، با بهره‌گیری از روش پژوهش «استنتاج پس‌رونده» به استنباط مبانی این برنامه پرداخته شده است. در طرح پس‌رونده در ابتدا کلیه مصادیق این برنامه از 60 سند معتبر ملی و بین‌المللی (کتب، مقالات، رساله‌های مکتوب و الکترونیکی) از سال 1994 تا سال 2020 استخراج شدند، سپس به منظور تجزیه‌وتحلیل داده‌های جمع‌آوری شده در سه مرحله، کدگذاری باز، محوری و گزینشی داده‌ها دسته‌بندی و حدود 31 مبنا احصاء شد. در ادامه با بهره‌گیری از روش «استنتاج پیش‌رونده» اصول ناظر به هر مبنا استنتاج شدند. نمونه‌گیری مورد استفاده در این پژوهش، از نوع هدفمند بوده است؛ چراکه به بررسی اسناد موثر در فهم مسئله پژوهش پرداخته شده است. جهت اعتباربخشی نتایج حاصل از این پژوهش، مراحل کدگذاری در تعامل با متخصصین برنامه‌ریزی درسی و فلسفه تعلیم و تربیت، حدود 10 بار مورد بازنگری دقیق قرار گرفتند. اهم یافته‌ها پیرامون ماهیت برنامه درسی روئیدنی عبارتند از پدیده‌ای منعطف، پویا و مارپیچ چندبعدی با سطح مقطع‌های متفاوت. مهم‌ترین مبانی برنامه درسی روئیدنی در دوره پیش‌دبستان عبارتند از اینکه کودک موجودی منعطف با ابعاد همه‌جانبه، دارای هویت اجتماعی و استعدادهای منحصربفرد است و معرفت نیز اکتشافی، پویا، بدیع و متناظر با علایق کودکان است. برخی از اصول اساسی برنامه درسی روئیدنی نیز شامل جامع‌نگری به کودک، توجه به تفاوت‌های فردی، تدارک امکان کندوکاو، ارتباط با پدیده موردمطالعه و فرضیه‌سازی هستند.

کلیدواژه‌ها

عنوان مقاله [English]

Explanation of the Emergent Curriculum Nature in Preschool and Its Inferred foundations and Principles

نویسندگان [English]

  • Narges Joda 1
  • Marjan Kian 2
  • Ali hoseinikhah 3
  • mehdi sobhaninejad 4

1 PhD in Curriculum Planning, Faculty of Psychology and Educational, Kharazmi University, Tehran, Iran.

2 Associate Professor in Curriculum Planning, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran.

3 Assistant Professor in Curriculum Planning, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran.

4 Associate Professor in Educational Sciences, Faculty of Humanities, shahed University, Tehran, Iran.

چکیده [English]

This study proposes the foundations and principles of the emergent curriculum in preschool. For this purpose, we address the conceptual and documentation analysis of this curriculum. Hence, using the research method of “regressive inference”, the foundations of the emergent curriculum have been deduced. Firstly, all instances of emergent curriculum were extracted from 60 valid national and international documents (including books, articles, written and electronic thesis) from 1994 to 2020. Then, the collected data were classified in three stages; including open coding, axial and selective data in order to analyze them. Approximately, 31 selective codes were recognized. In addition, the principles were inferred by use of the “progressive inference” method. Since, this research investigates the effective documents in order to understand the research problem, its employed sampling is considered purposeful. To validate the results, the coding steps were carefully reviewed about 10 times in interaction with curriculum planning and philosophy of education experts. The most important findings about nature are that emergent curriculum is a flexible, dynamic and multidimensional spiral phenomenon with different cross-sections. The main foundations are that child is a flexible creature with comprehensive dimensions, social identity, and unique talents. Knowledge is exploratory, dynamic and innovative and corresponding to children’s interests. Some of its basic principles include a holistic view of the child and attention to individual differences; providing the possibility of exploration; Relation to the phenomenon under study, hypothesizing.

کلیدواژه‌ها [English]

  • emergent curriculum
  • progressive inference
  • regressive inference
  • preschool
مراجع
Abdullahi, Mojtaba; Farrokhi, Ahmad and Bagheri, Khosrow. (2001). Objectives, foundations, principles and methods of physical education in Islamic education. Harkat, No. 7: 101-110
Aslan, Ö. M. (2018). From an Academician's Preschool Diary: Emergent Curriculum and Its Practices in a Qualified Example of Laboratory Preschool. Journal of Curriculum and Teaching. 7(1).
Bagheri, K. (2010). An Introduction to the Philosophy of Education of the Islamic Republic of Iran: Vol. 1. (2nd ed). Tehran: cultural and Scientific publishing company
Bagheri, K. (2011). Take another look at Islamic education. (26th ed). Tehran: Borhan School Cultural Institute (Madreseh Publications). (Persian)
Bagheri, K. (2016). An Introduction to the Philosophy of Education of the Islamic Republic of Iran: Vol. 2. (2nd ed). Tehran: Scientific and cultural publishing company.
Bagheri, K., Sajjadieh, N. & Tavassoli, T. (2010). Approaches and research methods in the philosophy of education. Research Institute for Cultural and Social Studies. Tehran: Institute for Social and Cultural Studies. (Persian)
Bahmanpour, A., & Mehran, G. (2017). How to implement an eventual curriculum for preschoolers, (Master’s Thesis. Curriculum group, Faculty of Education and Psychology, University of Al-Zahra, Tehran, Iran).
Barnett, W. S., Lamy, C., & Jung, K. (2005). The effects of state prekindergarten programs on young children’s school readiness in five states. New Brunswick, NJ: National Institute for Early Education Research (NIEER).
Cassidy, D. J., Mims, S., Rucker, L. & Boone, S. (2012). Emergent Curriculum and Kindergarten Readiness. Childhood Education. 79(4), 194-199.
Eisner, E. W. (1994). Educational imagination: on the design and evaluation of school programs. NY: Macmillan publishing Company.
Eisner, Elliot. W. (2002(. The Arts and The Creation of Mind. Yale University press. New Haven & London.
Emerge. Dictionary. wiktionary. Retrieved October, 2020. From
https://en.wiktionary.org/wiki/emerge.
Emerge. Online Etymology Dictionary. Retrieved October, 2020. From
https://www.etymonline.com/word/emerge.
Emergent. Dictionary. Cambridge. Retrieved October, 2020. From
https://dictionary.cambridge.org/dictionary/english/emergent.
Emergent. Dictionary. Lexico. (powered by Oxford). Retrieved October,
 
Emergent. Dictionary. Macmillan. Retrieved October, 2020. From
https://www.macmillandictionary.com/dictionary/british/emerging?q=emergent
Emergent. Dictionary. Merriam Webster. Retrieved October, 2020. From https://www.merriam-webster.com/dictionary/emergent.
Emergent. Online Etymology Dictionary. Retrieved October, 2020. From
https://www.etymonline.com/word/emergent.
Emergent. Oxford Learner’s Dictionary. Retrieved October, 2020. From
https://www.oxfordlearnersdictionaries.com/definition/english/emergent?q=emergent.
Fleer, M. (2010). The re-theorisation of collective pedagogy and emergent curriculum. Cult Stud of Sci Educ. 5, 563–576
Flick, Ove. (2012). An Introduction to Qualitative Research. Translated by Hadi Jalili.
Hardy, L., King, L., Farrell, L., Macniven, R., Howlett, S. (2009). Fundamental movement skills among Australian preschool children. Journal of Science and Medicine in Sport. 13(5), 503-5-8
Hasker, William. (1999). The Emergent Self. Cornell University Press
Hosseini, S., Heydari, M. H. & Sa’adatmand, Z. (2019). A Comparative Study of Montessori and Loris Malaguzzi’s View on Early Childhood Education. Research in Curriculum Planning. 16(35), 82-105.
Hosseinpour Sabbagh, D., Sharafi, M. R., Alam al-Huda, J. & Suzanchi, H. (2019). Recognizing the concept of position in contemporary value education approaches. Journal of Educational Sciences. 26(2). (Persian)
http://www.childcareexchange.com/article/curriculum-that-matters/5011266
Jacobs, B. L. (2017). Self-Regulation and Emergent Curriculum Inquiries-In the kindergarten Classroom. (Doctora’s thesis, the university of York, Toronto, Ontario)
Jafari, Z., Samadi, P., & Ghaedi, Y. (2015). The study of impact of teaching philosoghy to children on nurturing their research spirit among the preschool students. Research in Curriculum Planning. 12(17), 41-49.
Jame Bozorgi, M. J., Saeed Mehr, M. & Akbari, R. (2018). Rereading the physical theory of the soul in the light of the theory of Emergentism. Hekmate Sadraei. 2, 11-24. (Persian)
Jame Bozorgi, M. J., Saeed Mehr, M. (2015). The Emergentism approach to the problem of the mind in response to the challenges of creativeism and physicalism. Shenakht. 73/1, 51-70. (Persian)
Jones, E. (1989). Emergent curriculum: Planning and letting go. Unpublished paper. Pasadena, CA: Pacific Oaks College.
Jones, E., & Nimmo, J. (1994). Emergent curriculum. Washington, DC: NAEYC (National Association for the Education of Young Children)
khoshnevis, Y. (2008). Analysis of the theory of ontological emergentism and its application in the problem of mind and body. (Master’s thesis, The University of Sharif, Tehran, Iran)
khoshnevis, Y. (2010). The causal version of Emergentism about the nature of qualitative awareness. Noghd o Nazar. 2.
khoshnevis, Y. (2011). Ontological Emergentism and posthumous teachings. Noghd o Nazar. 3.
Khosravi, R. & Mehr Mohammadi, M. (2012). Emergent Curriculum: A critical reflection on the concept of a predefined curriculum. Journal of Curriculum Studies (J.C.S.). 6(25), 5-26.
Khosravi, R. (2018) .Emergent Curriculum. Curriculum encyclopedia
Krogh, S. L. & Slentz, K. L. (2001). The Early Childhood Curriculum- Inquiry Learning Through Integration. New Jersey: Lawrence Erlbaum Associates.
New, R. S., & Cochran, M. (2007). Early Childhood Education [Four Volumes]: an International Encyclopedia. Westpory, Connecticut. London.
Osberg, Deborah & Biesta, Gert. (2008). the emergent curriculum: navigating a complex course between unguided learning and planned enculturation. Journal of Curriculum Studies. 40:3, 313-328
Rasooli, Z., Elmi, M. K., Ghanaei Chamanabad, A. & Kohansal, A. (2019). The emergence of the soul and body (brain / mind) from the perspective of Mulla Sadra and Michael Gozniga, the founder of the cognitive sciences. Qabasat. 94 (Persian)
Rouhi, A., & Hashjin, A. B. (2011). The effect of preschool education on the development of oral skills of Azeri language students in the first grade of elementary school. Quarterly Journal of Educational Innovations. 39.
Ruggiero, A. (2017). Exploring Emergent Curriculum through Pop-Up Books. Art Education. 70(3), 34-42
Semilin, V. (2015). Emergent Curriculum. University of Malaysia Sabah
Shariati, F., & Khoshnevis, Y. (2020). A comparative study of the theory of emergent dualism (Hasker) and the physical occurrence of the soul (Sadr al-Muta'allehin) in how the soul belongs or moves. Journal of Philosophical Reflections. 24, 289-313.
Shokoohian & Pourshafeei. (2016). an emergent curriculum; An answer to how to successfully localize. the first international conference on modern research in the field of educational sciences and psychology and social studies in Iran. Qom
Stacey, S. (2009). Emergent Curriculum in Early Childhood Settings: From Theory to Practice. Redleaf Press
Strauss, A. L., & Corbin, J. M. (2019). Basics of qualitative research - techniques and procedures of grounded theory. Translated by Afshar, Ibrahim. Tehran: Ney.
Talaei, I., & Bozorg, H. (2015). Explaining the necessity of early childhood education (pre-school) based on the synthesis of contemporary empirical evidence. Quarterly Journal of Education. 122
Wien, C. A. (2009). Emergent Curriculum in the Primary Classroom: Interpreting the Reggio Emilia Approach in Schools. Reviewed by Laurie Kocher. Journal of The Canadian Association For Young Children. 34(1).
Williams, K. C., & Cooney, M. H. (1999). Inventing a Conference: A New Application of Emergent Curriculum. Journal of Early Childhood Teacher Education. 20(2), 161-165.
Yu-le, Z. (2004). Some thoughts on emergent curriculum. Paper presented at the Forum for Integrated Education and Educational Reform sponsored by the Council for Global Integrative Education, Santa Cruz, CA, 28-30.
پژوهش در برنامه ریزی درسی
دوره 18، شماره 71 - شماره پیاپی 71
اسفند 1400
صفحه 1-25
فایل ها
اشتراک گذاری
ارجاع به این مقاله
آمار