Document Type : Research Paper
Authors
1
PhD student, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.
2
Assistant Professor, Department of Educational Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.
3
Assistant Professor, Department of Psychology, Hamedan Branch, Islamic Azad University, Hamedan, Iran.
4
Assistant Professor, Department of Psychology, Qorveh Branch, Islamic Azad University, Qorveh, Iran.
10.22038/mjms.2025.84373.4847
Abstract
Objective: The present study was conducted with the aim of identifying and developing the components of the parent-child educational program based on the comprehensive education of the Fundamental Transformation Document.
Research Method: The present study is applied in terms of purpose and descriptive-analytical in terms of method, using the content analysis method. This strategy uses a kind of inductive approach. That is, the process of theory formation in this strategy is to move from part to whole. The main goal of this method is to explain a phenomenon by identifying the key elements (concepts, categories, and theorems) of that phenomenon and then classifying the relationships of these elements within the context and process of that phenomenon. The statistical population of this study in the qualitative section is the theoretical foundations of the Fundamental Transformation Document and the Fundamental Transformation Document of Education of the Islamic Republic of Iran, which contains the provisions of comprehensive education. The unit of analysis in this section is the text and the sampling method is purposeful.
Findings: According to the content analysis, it was determined that in the parent-child education program based on the comprehensive education of the fundamental transformation document, the educational goals, content, parental duties, and children's duties by parents have been emphasized, and according to the educational field, each of the sub-categories, which themselves had several primary concepts, were categorized into more abstract concepts of moral and ethical education, aesthetic and artistic education, biological and physical education, scientific and technological education, social
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