مطالعۀ الگوها و روش‌های توانمندسازی کودکان دورۀ پیش‌دبستانی، برای مقابله با آسیب‌های اجتماعی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
مهشید مهرجو
1
,
محمد نوریان
2
,
نوذر نخعی
3
,
داریوش نوروزی
4
1 - دانشجوی دکترای علوم تربیتی، گرایش برنامه‌ریزی درسی دانشگاه آزاد اسلامی واحد تهران جنوب، تهران، ایران.
2 - دانشیار گروه مدیریت و برنامه‌ریزی درسی دانشکده روان‌شناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد تهران جنوب، تهران، ایران.
3 - استاد دانشگاه علوم پزشکی کرمان متخصص پزشکی اجتماعی، کرمان، ایران.
4 - دانشیار گروه تکنولوژی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران.
کلید واژه: الگوها و روش‌های توانمندسازی, آسیب‌های اجتماعی, برنامه درسی, دورۀ پیش‌دبستانی,
چکیده مقاله :
هدف پژوهش حاضرف بررسی اهمیت، الگوها و روش‌های آموزش و توانمندسازی کودکان پیش‌دبستانی برای مقابله با آسیب‌های اجتماعی بود که با استفاده از رویکرد پژوهش کیفی و روش سنتزپژوهی انجام شده است. حوزۀ پژوهش، مقالات داخلی از سال 1378 تا 1398 شمسی، با کلیدواژه‌های توانمندسازی کودکان، اهمیت آموزش‌های پیش‌دبستانی، آسیب‌های اجتماعی، برنامه درسی پیش‌دبستان، مهارتهای زندگی و مهارتهای اجتماعی و مقالات خارجی از سال 1999 تا 2019 میلادی با همان کلیدواژه‌ها، به تعداد 94 منبع را شامل می‌گردد که پس از اعمال غربالگری 71 مورد به‌عنوان نمونه پژوهش با استفاده از روش هدفمند انتخاب شدند. نتایج استخراج شده نشان می‌دهد که ضرورت توانمندسازی کودکان برای مقابله با آسیب‌های اجتماعی را می‌توان در 10 طبقه دسته‌بندی نمود: رشد عاطفی و شخصیتی و افزایش سلامت روانی، کاهش اختلالات رفتاری و افزایش سازگاری فردی و اجتماعی، رشد اعتمادبه‌نفس و استقلال فردی، افزایش توانمندی‌ها و خلاقیت‌های فردی، رشد مهارتهای فردی، ارتباطی و اجتماعی، ضرورت‌های اخلاقی و تربیتی، توسعۀ خود مراقبتی کودکان، رشد مهارتهای زندگی و روابط اجتماعی و افزایش مشارکت‌پذیری، ضرورت‌های آموزشی و فرهنگی و ضرورت‌های اقتصادی. در خصوص الگوها و روش‌های توانمندسازی فردی و شخصیتی، دو الگوی کلی توسط صاحبنظران "افزایش توانمندی فردی و شخصیتی کودکان" و "ارتقای مهارتهای زندگی و مهارتهای اجتماعی" پیشنهاد شده است که برای الگوی اول روش‌های "آموزش و تقویت خودآگاهی و شناخت خود، توانمندسازی روانشناختی کودکان و آموزش باورها و ارزش‌های دینی" و برای الگوی دوم روش‌های "آموزش مهارتهای زندگی و آموزش مهارتهای اجتماعی" مطرح شده است. درخصوص الگوهاو روش های توانمندسازی فردی وشخصیتی، دوالگوی کلی توسط صاحبنظران" افزایش توانمندی فردی و شخصیتی کودکان" و " ارتقای مهارت های زندگی و مهارت های اجتماعی" پیشنهاد شده است که برای الگوی اول روش های "آموزش و تقویت خودآگاهی و شناخت خود، توانمندسازی روانشناختی کودکان و آموزش باورها و ارزش های دینی" وبرای الگوی دوم روش های "آموزش مهارتهای زندگی وآموزش مهارت های اجتماعی" مطرح شده است
The purpose of this study was to investigate the importance, patterns and methods of educating and empowering preschool children against social deviances, which has been done using a qualitative research approach and synthesis research method. The research field includes 94 internal articles from 1999 to 2019 with keywords such as Children's Empowerment, Preschool Education Importance, Injuries and Social Deviations, Preschool Curriculum, Life Skills and Social Skills, and 94 foreign articles from 1999 to 2019 which, after screening, 71 cases were selected as a research sample using purposive method. The results show that the necessity to empower children against social deviances can be classified into 10 categories: Emotional and personality development and mental health increasing, behavioral disorders reduction and individual and social adjustment increasing, self-confidence and individual independence increasing, individual abilities and creativity growth, individual, communication and social skills development, moral and educational necessity, development Child self-care, life skills and social relationships development and increase participation, educational and cultural necessities and economic necessities. Regarding the models and methods of individual and personality empowerment, two general models have been proposed by theorists: "children's personal and personality empowerment increasing " and " life skills and social skills improvement ". for the first model "training and strengthening self-awareness and self-knowing" "Psychological children empowerment and teaching religious beliefs and values" and for the second model, methods of "teaching life skills and teaching social skills" have been proposed.
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