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Narges Sajadieh, Saeid Azadmanesh,
Volume 1, Issue 2 (3-2014)

Abstract: This researchr examines educational aims and goals of preschool stage in Iranian national curriculum. This examination is based on Islamic theory of action in childhood and carried out by using conceptual and comparative analysis methods. In a holistic view, it seems that these aims encounter 4 challenges. The first challenge is related to psychological requirements of children during their maturation. The second one is about the vagueness of its value hierarchies. The third challenge is the ambiguity of terms and vocabularies. Disorder in defining the aims is another challenge. It is important to note that some of these aims may overlap each other. In this regard some modifications have been done. Comparative analysis of the national curriculum aims indicates that these aims can be settled in 4 categories. The first group includes those aims which are concordant with the correspond ones in Islamic theory of action. These aims are appropriate. The second and third classes consist of those aims which have essential or inessential oppositions to Islamic theory of action. Upon our investigation, we propose that these aims should be modified or omitted. The last one includes those aims that are neglected in this document. In this case, we suggest some new aims.

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