Identifying the Dimensions and Components of the Play-Based Curriculum in the Preschool Period based on the Montessori Theory

Abstract

Purpose: Identifying play-based curriculum elements in the preschool period helps to improve these programs. As a result, the aim of this study was to identifying the dimensions and components of the play-based curriculum in the preschool period based on the Montessori theory.  Methodology: The present study in terms of purpose was applied research and in terms of the implementation method was a qualitative research. The research population was expert faculty member’s familiar with the research field, who were selected by purposeful and snowball sampling methods until reaching theoretical saturation, i.e. 6 people. The tool of this study was a semi-structured interview with experts, which its validity was estimated based on the selection of a purposeful sample and information richness, and its reliability was estimated with using the Holsti coefficient method 0.71. The data of the present study were analyzed by thematic analysis method in Maxqda software.  Findings: According to the findings of the present research, the play-based curriculum in the preschool period based on the Montessori theory has 68 components in 9 dimensions of curriculum desirable goals, curriculum suitable content, suitable teaching materials, suitable learning activities, suitable time, suitable space and time design, suitable learning strategy, suitable grouping and suitable evaluation methods were suitable. Therefore, the pattern of dimensions and components of the play-based curriculum in the preschool period based on the Montessori theory was drawn.  Conclusion: One of the fields of curriculum improvement in the preschool period is the promotion of play-based curriculum, which for this purpose can be used the identified dimensions and components of play-based curriculum in the preschool period based on the Montessori theory in this study.