Document Type : Research Paper
Authors
1
Doctoral student of Curriculum Planning, University of Birjand, Birjand, Iran.
2
Associate Professor of Educational Management, Department of Educational Sciences, University of Birjand, Birjand, Iran
3
Associate Professor of Educational Technology, Department of Educational Sciences, University of Birjand. Birjand, Iran
4
Assistant Professor of Curriculum Planning, Department of Educational Sciences, Isfahan University, Isfahan , Iran
Abstract
The purpose of the current research is to investigate the indicators and components of the happy curriculum in the elementary school. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (211 articles) that have been presented from 1385 to 1401 AD and from 2010 to 2022 AD about happiness and joy in primary school curricula. The sample of the research is 32 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of vitality in the curriculum of the elementary school in 4 dimensions, 14 factors and 105 categories including the dimension of individual factors (students' attitude, personality characteristics and physical characteristics); the dimension of background factors (family factors and social factors); The dimension of school factors (school management indicators, physical indicators, school context and amenities) and the dimension of educational factors (educational approach, interactions, teacher characteristics, class management style and program characteristics) were classified. . The results showed that to create vitality in elementary schools, only paying attention to one factor is not working and there is a need to pay attention to different dimensions and aspects. Enthusiasm and happiness in the curriculum of the elementary school requires the integration of vitality in various fields and contexts inside and outside the school.
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