Background: Investigation curricula in different academic courses and evaluating the relevance and impact of curricula in order to empower students and prevent and reduce their vulnerability in dealing with social harms is necessary. Due to the lack of curriculum models for the prevention of social harms in the preschool period, it seems necessary to validate the mentioned model in order to implement it in preschool centers.
Aims: The current research was conducted with the aim of validating the preschool curriculum model with the empowerment approach against social deviances.
Methods: The current research was conducted with a survey method. The statistical population of the research includes academic staff members (Departments of educational sciences, social sciences and psychology of Shahid Bahonar University, Azad Islamic University of Kerman and Azad Islamic University of South Tehran Branch) and there were experts in the field of children in the cities of Kerman and Tehran, the research sample consisted of 80 people, who were selected from among them in an accessible and purposeful way. The research data was collected in several stages through the conducted studies and researcher-made questionnaire. The questionnaire of the current research was researcher-made and included 53 questions based on the categories obtained in the research of Mehrjoo et al. (2021), which was sent to the members of the statistical sample by selecting the samples after checking and confirming the professors, And finally, 80 completed questionnaires were analyzed. In order to validate and analyze the accuracy of the presented model, structural equation modeling method was used in Smart PLS software.
Results: The findings of the evaluation of all the relationships in the model and also the coefficients of determination indicated that in the studied model, all the dimensions have been correctly identified and selected, there are significant relationships between all dimensions in the model, therefore, the research model has high validity and reliability. Also, according to the structure of PLS path modeling, obtaining a value of 0.508 for GOF confirms the very appropriate value of the model.
Conclusion: The results of the present research, by confirming the validity and reliability of the studied model, can increase the awareness of researchers and education officials regarding educational methods, required content, empowerment categories and evaluation approaches for empowering preschool children against social deviances.
