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:: Volume 8, Issue 2 (Vol8 No2 Summer 2021- 2021) ::
J Child Ment Health 2021, 8(2): 30-45 Back to browse issues page
A Study of the Components of Brain-based Curriculum model in Pre-school and its Accreditation: A Quantitative Research
Ramin Nozohouri * 1, Eskandar Fathiazar2 , Youef Adib2 , Hasan Bafandeh3 , Somayyeh Rasouli4
1- Faculty of Education and Psycholog, University of Tabriz, Iran
2- Department of Education, Faculty of Education and Psycholog, University of Tabriz, Iran
3- Department of Psychology, Faculty of Education & Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran
4- Faculty of Education and Psychology, University of Tabriz, Iran
Abstract:   (339 Views)
Background and Purpose: Brain-based learning refers to teaching methods, lesson planings, and school programs that are based on the latest scientific research about how the brain learns, including such factors as cognitive, socially, and emotionally development. This research aimed to study the components of the brain-based curriculum model in pre-school and its accreditation.
Method: This study examines the core components of the brain-based curriculum with a qualitative approach and a method of subject analysis. To identify and extract curriculum items emphasizing the brain-based approach in preschool, literature of pre-school curriculum, and curriculum based on the brain and the viewpoints of neuroscience and educational experts were used. The method of information analysis was to describe the basics and theoretical inquiry and deduction.
Results: The findings indicated that the content of the curriculum objectives in this program relies on three main cognitive, attitudinal, and skillful structures. In the educational content, fine arts, learning social-emotional skills, learning language and math, life skills, safety, and experiential sciences were identified, in teaching and learning strategies, using activity-based strategies, art, participatory learning, direct teaching, and independent learning strategies and thinking skills and technology implementation strategies were identified. Considering the diagnostic, process, and evaluation, the use of various evaluation methods was considered by this model. The validity of suggested patterns was evaluated using the content validity ratio and the Lavasheh table. Finally, the validity of the proposed model was confirmed by a CVR = 0.84.
Conclusion: The designed curriculum pays attention to the various dimensions including purpose, content, methodology, and evaluation, and its use in the preschool is recommended.
Keywords: Pre-school education, curriculum, brain-based curriculum model
Full-Text [PDF 1391 kb]   (89 Downloads)    
Type of Study: Research | Subject: Special
Received: 2019/01/4 | Accepted: 2019/06/1 | Published: 2021/09/11
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Nozohouri R, Fathiazar E, Adib Y, Bafandeh H, Rasouli S. A Study of the Components of Brain-based Curriculum model in Pre-school and its Accreditation: A Quantitative Research. J Child Ment Health. 2021; 8 (2) :30-45
URL: http://childmentalhealth.ir/article-1-742-en.html


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Volume 8, Issue 2 (Vol8 No2 Summer 2021- 2021) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
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