Causal Conditions of the Persian Curriculum Model Centered on Storytelling

Abstract

Background and Aim: Undoubtedly, in the formal education system of any country, all levels of education are considered the most important and fundamental. The impact of this level on the academic success of students is significant throughout their lives and educational period. The purpose of the current research was to investigate the causal conditions of the Persian curriculum model centered on storytelling.  Methods: The research method was qualitative, using content analysis. The population consisted of all pre-school teachers in the city of Kerman, totaling 1400 individuals. Sampling was done purposively until theoretical saturation of data (involving 21 participants). The research instrument in the qualitative part was deep and unstructured interviews. For data analysis in the qualitative section, open, axial, and selective coding methods were used.  Results: Results indicated that the dimensions and components of the causal conditions of the Persian curriculum model centered on storytelling included 8 selective codes: emotional stimulation, strengthening perceptual power, enhancing critical thinking, academic effort, fluid learning, moral development, semantic perception, and identity strengthening. Conclusion: It is suggested that visualization techniques be used to facilitate the understanding of learning objectives in the storytelling process for children. In such a scenario, the comprehension of concepts for them becomes easier. It is recommended that educators endeavor to establish a connection with children during the storytelling process and consistently seek their opinions on the topics presented in the story.