درخت حوزه‌های تخصصی

Purpose: Educational activities play an important role in the growth and flourishing of talents and abilities. As a result, the current research was conducted with the aim of evaluating the model of implementing educational activities in the preschool period. Methodology: This study in terms of purpose was practical and terms of implementation method was qualitative from type of exploratory. The statistical population of the present study was all the preschool period teachers in the east of Tehran province, numbering 1830 people who based on Cochran's formula the sample size was estimated to be 318 people who were selected by multi-stage cluster sampling method. The data was collected with a researcher-made questionnaire of educational activities in the preschool period with 110 items and its face validity was confirmed by the opinion of 30 experts and its reliability was evaluated suitable by Cronbach's alpha method. Data were analysed by exploratory factor analysis and structural equation modelling methods in SPSS and AMOS software. Findings: The results of exploratory factor analysis showed that the model of implementing educational activities in the preschool period had 110 indicators in 20 components and 8 dimensions. Its dimensions and components were included goals (with 2 components of general goal and partial goal), content (with 5 components of children's educational ability, analysis ability, content comparison ability, content recombination and content production training), teaching and learning strategies (with 2 component of teaching characteristics and teaching techniques), learning activities (with 2 components of personalized learning and active learning), grouping (with 3 components of individual characteristics of the child, various forms of group activities and emotional and social characteristics), resources (with 3 components of required resources and facilities , characteristics of resources and materials and use of visual resources and materials), evaluation (with 1 component of child evaluation characteristics), time and place (with 2 components of time management and space management) which their content validity ratio was calculated higher than 0.70 and their reliability with Cronbach's alpha method was calculated higher than 0.70. Conclusion: The confirmed model of implementing educational activities in the preschool period of the current research can help the specialists and planners of the education system in designing and implementing programs to improve the educational activities in the preschool period.

Purpose: One of the concerns of citizens and officials of organizations and institutions is social vitality development. Therefore, the present study was conducted to propose a model for social vitality development using meta-synthesis approach. Methodology: This study was applied in terms of objective and qualitative in terms of research method. The field of research was all articles on social vitality during 1990-2022, 39 of which were selected based on inclusion criteria by purposive sampling. The data were collected by taking notes from the articles and analyzed by content analysis based on the seven-step meta-synthesis approach of Sandelowski and Barroso (2007). Findings: The results showed that 19 components and 3 dimensions were identified for a model for social vitality development. The dimensions include urban development and urban planning (6 components of compliance with the principles of urbanization and good urban governance, urban furniture design and beautification of the neighborhood, urban services and preservation of the urban environment, calming of roads and smoothing of traffic, design and construction of parks and gardens, and construction of smart parking lots), social and cultural affairs (7 components of public and morning sports, development of sports centers, development of culture and art houses, citizen health services, development of game and entertainment centers, implementation of citizenship education programs and skill training and entrepreneurship) and relations and citizenship rights (6 components of strengthening family relations, neighborhood rights, strengthening the network of friends, local cohesion and identity, resilience and the narrative of the sense of experiencing vitality in the company of friends). Finally, according to the identified components and dimensions, a model was designed for social vitality development. Conclusion: The designed model for social vitality development based on meta-synthesis approach can have many practical implications for citizens and officials of urban and governmental organizations and institutions. Accordingly, they can design and implement solutions for social vitality development