تدوین برنامۀ درسی هوش اخلاقی کودکان پیش از دبستان براساس نظریۀ بوربا

The aim of the current research is to compile the moral intelligence curriculum of pre-primary school children based on Borba's theory. The current research is practical from the objective aspect and from the quantitative aspect, it is a quantitative research that was conducted with a descriptive-survey method in order to answer and collect the research data. . The statistical population of the research includes all educational and psychology specialists who are teaching in the country's universities (510 people), whose names were identified through the website of the Ministry of Science, Research and Technology. And 200 people have been selected by purposeful sampling and 180 people answered the researcher-made questionnaire. The research tool is a questionnaire made by the researcher, and the opinions of five professors of Shahid Bahonar University of Kerman were used to determine the validity of the questionnaire, and the validity of the questionnaire was 85%. In order to calculate and measure the reliability of the research tool, Cronbach's alpha coefficient was used and the reliability of the research tool was 98%. Analysis of research data at the level of descriptive statistics (prevalence, mean, standard deviation, minimum, maximum, table and graph, skewness and kurtosis, Mahalanobis test) using SPSS software and structural equation modeling method using AMOS 23 software. took The results obtained from the second-order confirmatory factor analysis show that the standard coefficients of the measurement of moral intelligence curriculum by objectives, content, teaching-learning process and evaluation are equal to 0.72, 0.94, 0.76, and 0.90 respectively. is 0 and because the significance level is equal to 0.001, it is smaller than the significance level of α=0.05. Therefore, the strength of the relationship between the agent (the curriculum of moral intelligence) and the visible components (goals, content, teaching-learning process and evaluation), each of these components, based on Borba's theory, has seven sub-components (common features, empathy, self-control, conscience, respect, (fairness and tolerance) are considered to have a very favorable status. Therefore, it can be said that these four components and its sub-components have been able to measure the hidden variable well.
 
Keywords: Curriculum compilation, moral intelligence, child, preschool, Borba's theory.
 
 
Abstract
The aim of the current research is to compile the moral intelligence curriculum of preschool children based on Barba’s theory. The method of the present research is descriptive-survey and the statistical population of the research includes all the specialists in educational sciences and psychology (510 people) who are teaching in the higher education centers of the country. of which 200 people have been selected by purposeful sampling. The research tool is a researcher-made questionnaire, the validity of which was 85%. The reliability of the tool was obtained using Cronbach's alpha coefficient of 98%. Analysis of the research data was done at the level of descriptive statistics using SPSS software and structural equation modeling method using AMOS 23 software. The obtained results show that the standard coefficients of measuring the moral intelligence curriculum by means of goals, content, teaching-learning process and evaluation are equal to 0.72, 0.94, 0.76, and 0.90, respectively, and because the significance level is equal to 0.001 is less than the significance level of α=0.05. Therefore, the strength of the relationship between the factor (the curriculum of moral intelligence) and the observable components, each of which has been measured based on Barba’s theory, has seven sub-components, has a very favorable condition.
Keywords: curriculum development, moral intelligence, child, preschool, Barba’s theory.
Introduction
The first years of a child's life are considered one of the most important periods of his development, and what happens during this period fundamentally affects the subsequent growth of the child, and the knowledge he acquires during this period is very important and decisive (Taghipour, Lashkanari, Yousef Rashidi, 2015). The preschool period is the first stage of formal education. (Smith and Connelly, 2010) that its education is very important and vital for the child's development, and it requires a wealthy environment in the preschool to achieve harmony and promote the all-round development of the child, including: cognitive, physical and moral development (Yan, 2015).
The curriculum in early childhood is a program that focuses on the holistic development of the child. (Kabul, Modified translation, 2013). One of the factors that influence children's moods and help them grow and improve the child's learning in school is moral intelligence (Cooper and Schwartz, 2007, quoted by Rezapourmirsaleh and Shahidi, 2016). Barba (2011) defines moral intelligence as the capacity and ability to understand right from wrong, have strong moral beliefs and act on them, and behave in the right direction. According to him, the seven principles required for moral intelligence are: empathy, conscience and self-control, which are basic virtues, and the other four components include respect, kindness, tolerance and fairness, which help our children pass them when facing the inevitable moral pressures and challenges of life. Cultivating stable and strong personality traits depends on strengthening moral intelligence in childhood (Rashid, Parse, 2013).
Research methodology and tools
The current research is practical in terms of its purpose, and in terms of data collection, it is a descriptive-survey method. An online researcher-made questionnaire was used to collect the curriculum data, which included a total of 120 questions. To determine the validity of the questionnaire, according to the opinion of experienced professors and experts in this field, 0.85 was obtained, which is desirable. The reliability of the questionnaire was obtained using Cronbach's alpha coefficient of 0.84.
Discuss:
The results of the present research indicate that the development of the components of moral intelligence can be included in the goals, content, and teaching-learning processes. This research has compiled the moral intelligence curriculum based on Barba’s theory for the pre-primary period and identified the elements that cause the development of moral intelligence in children of this period. According to the results of the research on the objectives of the moral intelligence curriculum in all the components of moral intelligence based on Barba’s theory including (empathy, self-control, conscience, respect, fairness and tolerance), the child will reach a stage where these components become a part of their conscious behavior. It must go through various steps that are mentioned in the designed program. Also, in the content of the children's moral intelligence curriculum, attention should be paid to the child's feelings and interests, and this work can be achieved with the variety of activities in the content and self-discovery of the child. It is also important to pay attention to the child's real life, to pay attention to the social, emotional and cognitive aspects of the child in the content, and in this way, audio files and scenarios should be used to familiarize the child with the desired component, the opportunity to think and act, and also to confront the child with the consequences. That work is beneficial. Also, the teaching-learning processes of children's moral intelligence curriculum should focus on the child's activeness, creating enjoyable experiences for him, diversity in activities, challenging the child, paying attention to the child's ability and interests, as well as displaying the components of moral intelligence by the teacher himself in practice and The problem of modeling the child should be considered. Teaching-learning processes in the designed curriculum should include: role playing teaching method, storytelling method, puppet show method, play performance, game, group discussion method, problem solving method, innovation method and brain opening method. Also, the evaluation of children's moral intelligence curriculum should be done in real situations and informally, in the form of problem solving and real life through continuous observation of the teacher. In the evaluation, paying attention to the child's strengths and emphasizing them, giving immediate feedback to the child and paying attention to the fact that the child should be compared according to his own progress and not with others. Also, the evaluation methods that should be used in the designed program.
Conclusion:
The results of the current research indicate that the professors of educational sciences and psychology of higher education centers, the curriculum of moral intelligence which has four main components, goals, content, teaching-learning process and evaluation methods, each of these components has seven sub-components based on Barba’s theory including (common characteristics, empathy, self-control, conscience, respect, fairness and tolerance). Due to the fact that there is no similar research to compare the development of moral intelligence curriculum from the point of view of experts, therefore, its sub-components approved, which are the goals, content, teaching-learning and evaluation processes,.