اولویت‌بندی مولفه‌های اصلی الگوی بومی برنامه درسی دوره پیش‌دبستانی با تأکید بر مهارت‌‌های زندگی با رویکرد OPA

The present study aimed to prioritize the main components of the indigenous model of the preschool curriculum with an emphasis on life skills (Chistani, Alemiyan, and Kaykha, 2013). For this purpose, the opinions of 15 experts in the field of curriculum model were used, including "university professors in the field of curriculum, psychology (11 people) and preschool experts and managers (4 people)". To prioritize the main components of the indigenous model of the preschool curriculum with an emphasis on life skills, the OPA technique (Lingo software) was used. The data collection tool in this section is a nine-question researcher-made questionnaire. Accordingly, first, the degree of expertise of the experts was determined based on two indicators of educational qualification and service experience; then, the experts determined the priority of each of the main components of the model by assigning numbers from one to nine. Next, a linear programming model was written in the Lingo software. Based on the results of prioritizing the main components of the proposed model, the following components were assigned ranks one to nine: "emotional management (0.100), physical health (0.071), self-awareness (0.083), citizenship rights education (0.034), critical thinking (0.029), problem-solving skills (0.222), decision-making skills (0.272), creative thinking (0.019), communication skills and effective communication (0.172)", respectively.
Keywords: Prioritizing components, curriculum model, life skills, preschool, OPA technique
Introduction
The education system is one of the most complex and important social institutions of any country that plays a significant role in the growth and development of societies. The effectiveness of this system is, on the one hand, transforming talented people into healthy, well-developed, balanced, and developed people, and on the other hand, providing suitable human resources for various social, economic, and cultural sectors. The prerequisite for achieving these goals in society is providing correct and principled education and training and precise planning for it. Therefore, paying attention to the necessity of correct education and training of children as the future builders of society seems obvious. Preschool education and training, as the first stage of formal education, provide a suitable platform for the growth and development of children's personalities. Since the first foundations of personality development are laid in the early years of a child's life, recognizing the child's biological, mental, emotional, and social characteristics and needs by parents and educators and choosing the best methods to best meet those needs are considered to be among the most important factors in the development of a child's personality at these ages, and it is important and necessary to pay attention to them. The growth and development of children during this period lay the foundation for their success and progress in higher educational levels of life, and subsequently, the development of society also requires developed and skilled individuals. In this regard, the attention of education and training officials to preschool centers and the growth and development of children's all-round personalities at this stage is considered necessary and important, because ignoring the issues and problems of the preschool period and the lack of useful and effective planning with the interests and needs of children at this age will have destructive effects on the health and personality of children. Children's desirable personality development will not be possible without paying attention to the fundamental principle of their logical education. Therefore, in this study, the researcher seeks to determine to what extent preschool curricula pay attention to life skills.
Materials and Methods
This research is classified as exploratory mixed research in terms of nature. The participants of this study in the qualitative part are experts in the field of curriculum models in preschool. For this purpose, in this phase of the research, the opinions of 15 experts including "university professors in the field of curriculum, psychology, and preschool experts and managers" were used. The method of selecting the above-mentioned experts was purposeful and judgmental, such that the criteria for selecting individuals included ten years of executive experience, successful entrepreneurial experience (reason for selection: people who have had experience in establishing prominent preschools) or management in the field of preschool and conducting related research in the field of curriculum model in preschool. In the qualitative part, interviews were conducted with a theoretical saturation index and continued until the theoretical saturation index was reached in the 15th interview, and finally, the sample was determined, which was done using purposeful judgment sampling (snowball). The 9 main components of the model were prioritized using the OPA technique (Lingo software). For this purpose, experts were prioritized based on their work experience and level of education, then the experts determined the rank of the components individually; after that, linear programming code was written in the Lingo software based on the rank of each expert and the rank determined for the 9 components mentioned by each expert; based on the Lingo output, the weight of each expert, the weight of each component was determined separately according to the opinions of the experts, and the final weight of these factors. Accordingly, according to the experts participating in the study, two indicators of educational qualification (the lowest and highest points earned in this index are 10 and 60 points, respectively) and service experience (the lowest and highest points earned in this section are 20 and 40 points, respectively) were determined to determine the degree of expertise of the individuals. Based on the points earned, the experts were placed in 4 categories of expertise: "A (if they earned points between 71 and 100), B (if they earned points between 51 and 70), and C (if they earned points between 30 and 50).
Discussion & Result
Based on the results of prioritizing the main components of the proposed model, the components of emotion management (0.100), physical health (0.071), self-awareness (0.083), citizenship rights education (0.034), critical thinking (0.029), problem-solving skills (0.222), decision-making skills (0.272), creative thinking (0.019), and communication skills and effective communication (0.172) were assigned ranks one to nine, respectively.
Conclusion:
In conclusion, prioritizing the main components of the Indigenous model of the preschool curriculum with an emphasis on life skills underscores the importance of culturally responsive and holistic early childhood education. By centering life skills, this approach not only supports the cognitive, emotional, and social development of children but also ensures the integration of Indigenous knowledge, values, and traditions into the learning process. Such a curriculum fosters resilience, self-sufficiency, and a strong cultural identity among young learners, preparing them to navigate both their Indigenous heritage and the broader societal context. Ultimately, this model promotes educational equity, sustainability, and the empowerment of Indigenous communities, while laying a strong foundation for lifelong learning and well-being.