Document Type : Research Article (s)
Authors
1 Department of Education, Faculty of Psychology and Education, Yazd University, Yazd, Iran
2 Curriculum Studies, Department of Educational Sciences, Farhangian University, Tehran, Iran
3 Department of English Language and Literature, Faculty of Language and Literature, Yazd University, Yazd, Iran
Abstract
Background: Early assessment and intervention program for preschool children (EAIPPC) is a critical undertaking in developing countries. The present study aimed to analyze the strengths, weaknesses, opportunities, and threats of EAIPPC in Iran.
Methods: In this thematic analysis, data were collected through three in-person interviews and seven focus group discussions (FGDs) with experts involved in implementing EAIPPC from five provinces in Iran. Qualitative data were analyzed using Stirling’s thematic network framework. Trustworthiness was insured through data triangulation, thick description, prolonged engagement, member checking, and peer review.
Results: Data analysis led to the extraction of main themes as follows: strengths (accessing supportive services, increasing awareness and sensitivity towards slow learning, improving school readiness for at-risk children), weaknesses (limited coverage, lack of coherent management, lack of sufficient space and equipment, lack of provision of necessary resources for empowerment of the beneficiaries, small number of assessment teams), opportunities (cooperation with other governmental and nongovernmental agencies, creation of protective laws), and threats (lack of technological investment and shortage of financial resources, noninvolvement of deprived families in EAIPPC).
Conclusions: Analyzing the strengths, weaknesses, opportunities, and threats of EAIPPC can provide policymakers and educational managers effective insights into the important features, such as design and implementation of intervention programs in developing countries, including Iran.
Highlights
Seyed Ali Khaleghinezhad: Google Scholar
Keywords
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