A Study of the Components of Brain-based Curriculum model in Pre-school and its Accreditation: A Quantitative Research

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NOZOHOURI RAMIN; FATHIAZAR ESKANDAR; Adib Youef; Bafandeh Hasan; Rasouli Somayyeh

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Journal Paper

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Journal: Journal of Child Mental Health Year:2021 | Volume:8 | Issue:2 Page(s): 0-0

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Title

A Study of the Components of Brain-based Curriculum model in Pre-school and its Accreditation: A Quantitative Research

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Keywords

Pre-school education

curriculum

brain-based curriculum model

Abstract

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.

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APA: Copy

NOZOHOURI, RAMIN, FATHIAZAR, ESKANDAR, Adib, Youef, Bafandeh, Hasan, & Rasouli, Somayyeh. (2021). A Study of the Components of Brain-based Curriculum model in Pre-school and its Accreditation: A Quantitative Research. JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH), 8(2 ), 0-0. SID. https://sid.ir/paper/1030281/en

Vancouver: Copy

NOZOHOURI RAMIN, FATHIAZAR ESKANDAR, Adib Youef, Bafandeh Hasan, Rasouli Somayyeh. A Study of the Components of Brain-based Curriculum model in Pre-school and its Accreditation: A Quantitative Research. JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH)[Internet]. 2021;8(2 ):0-0. Available from: https://sid.ir/paper/1030281/en

IEEE: Copy

RAMIN NOZOHOURI, ESKANDAR FATHIAZAR, Youef Adib, Hasan Bafandeh, and Somayyeh Rasouli, “A Study of the Components of Brain-based Curriculum model in Pre-school and its Accreditation: A Quantitative Research,” JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH), vol. 8, no. 2 , pp. 0–0, 2021, [Online]. Available: https://sid.ir/paper/1030281/en

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