تحلیل سیاست پوشش آموزشی نوآموزان پیش دبستانی در کلاس های چندپایه ویژه مناطق روستایی و دوزبانه: یک پژوهش کیفی توصیفی

هدف پژوهش حاضر تحلیل سیاست پوشش آموزشی نوآموزان پیش‌دبستانی در مدارس چندپایه ویژه مناطق روستایی دوزبانه بود. پژوهش با روش کیفی توصیفی انجام شد. جامعه پژوهش شامل کارشناسان ادارات آموزش‌وپرورش استان‌ها و معلمان مدارس چندپایه بودند. با روش نمونه‌گیری هدف‌مند تجربیات و دیدگاه‌های 22 کارشناس از ادارات آموزش‌وپرورش کل در استان‌های سیستان و بلوچستان، قزوین، فارس، آذربایجان غربی و شهرستان‌های تهران و 15 معلم مدارس چندپایه مناطق روستایی و دوزبانه با استفاده از مصاحبه گروه کانونی گردآوری گردید. تجریه و تحلیل داده‌های کیفی با استفاده از تحلیل شبکه مضامین منجر به شناسایی چهار مضمون سازمان‌دهنده مشتمل بر سرمایه اجتماعی پایین معلمان غیررسمی، و انگیزش ضعیف معلمان چندپایه برای کار با کودکان پیش از دبستان مدیریت ضعیف آموزش کودکان پیش‌دبستانی، محیط فاقد امکانات و تجهیزات مناسب، و سه مضمون سازماندهنده سیاست‌های مالی کارآمد، فرهنگ‌سازی درباره اهمیت دوره پیش‌دبستان و توانمندسازی معلمان چندپایه به ترتیب به‌عنوان موانع و راهکارهای بهبود کیفیت پوشش آموزشی نوآموزان پیش‌دبستانی گردید. یافته‌های این پژوهش می‌تواند برای سیاست‌گذاران نظام تعلیم‌وتربیت ایران در زمینه کیفیت‌بخشی به سیاست پوشش آموزشی نوآموزان پیش‌دبستانی در مناطق روستایی و دوزبانه مورد استفاده قرار گیرد.

analysis of the educational coverage policy of preschoolchildren in special multigrade classes in bilingual ruralregions: a descriptive qualitative study

introduction: in today’s world, learning is considered a right, opportunity, and tool for growth for all children. providing opportunities and effective learning experiences for children is something that should be valued by the education system. according to findings in cognitive neuroscience, developmental psychology, and education, early childhood plays a crucial role in cognitive and personality development (hermida et al., 2015; van laere, & vandenbroeck, 2016). research findings by rexhepi, murati & ceka (2020) showed that preschool education in rural areas plays a significant role in children’s psychological development and the growth of their cognitive and social skills.in iran, certain groups of children, including those in rural and bilingual areas, do not have access to preschool education. in this regard, many education systems have initiated multi-grade schools and classes as a solution to providing educational opportunities for children (mulkeen & higgins, 2009; blum & diwan, 2007). multi-grade classes provide an opportunity for groups of children who are at risk of illiteracy and dropping out of school (ansari, 2017; hyry-beihammer & hascher, 2015). this is particularly important in rural and bilingual areas, especially for covering the education of preschool beginners (preschool group of planning and writing textbooks, 2017).the preschool period is recognized as a golden age for the development of prerequisite skills for reading, writing, and mathematics. where formal education begins with reading and writing, the readiness to learn these skills depends on learning linguistic and metalinguistic skills; therefore, the existence of a longitudinal relationship in the path from oral language to written language (hjetland et al., 2020) indicates the importance of the preschool period in the development of language skills and readiness to acquire reading and writing skills in later ages. in this context, the phenomenon of bilingualism in some beginners and the weakness in the development of language skills in rural areas for preschool children can be considered as a risk factor in the development of language skills and prerequisite skills for reading and writing, which is of special importance to educational policymakers. given such a necessity, the aim of the present research was to explore the obstacles and problems of educational coverage of preschool beginners and solutions for its improvement in multi-grade schools, especially in rural and bilingual areas at the national level. based on this goal, the present research sought to answer the following questions:1- from the perspective of teachers and educational experts, what are the obstacles to educational coverage of preschool beginners in multi-grade schools in rural and bilingual areas in iran?2- from the perspective of teachers and educational experts, what are the solutions to improve the educational coverage of preschool beginners in multi-grade schools in rural and bilingual areas in iran?method: to answer the research questions, a descriptive qualitative method (sandelowski, 2000) was used. the research community included experts from provincial general offices and multi-grade teachers in bilingual villages. a total of 37 participants (22 from provincial general offices, 15 multi-grade school teachers) were selected using purposeful sampling from the provinces of sistan and baluchestan, fars, qazvin, west azerbaijan, and the counties of tehran.data were collected using a focus group interview method and the interview texts were analyzed using a network content analysis method. the extraction of themes was carried out in three stages, including the identification of basic themes, the identification of organizing themes, and the identification of global themes. the results were validated using four indices of triangulation, credibility, reviewability, and long-term engagement. in conducting this research, respect was shown for the rights of the participants and only those who had full consent to participate in the interview participated in the research. participants were debriefed about the research objectives and could withdraw at any stage of the research. also, participants were assured that all their personal and confidential information would be confidentrial.results: the results are presented in two sections, including the obstacles and problems of educational coverage of preschool beginners and solutions for its improvement. the qualitative analysis of the participants’ views on the obstacles to educational coverage of preschool beginners in multi-grade classes led to the identification of one global theme, four organizing themes, and ten basic themes, which are reported in table 1.