An Analysis of  the Preschool Teachers' Lived Experiences  of Current Processes in Monotheistic Education During the Sovereignty Period

Salimi, Fatemeh; Bahrami, Susan

doi:10.30497/esi.2025.246804.1821

An Analysis of the Preschool Teachers' Lived Experiences of Current Processes in Monotheistic Education During the Sovereignty Period

Document Type : Scholarly Article

Authors

Fatemeh Salimi ¹
Susan Bahrami ²

¹ M.A in Educational psychology, University of Qom, Qom, Iran

² Assistant Professor, Department of Educational Sciences, Qom University, Qom, Iran.

10.30497/esi.2025.246804.1821

Abstract

This research aimed to investigate the current processes of monotheistic education in preschool centers. This qualitative research employed a descriptive phenomenological approach, focusing on preschool teachers from the fourth district of Qom City, Iran. Thirteen teachers were selected through purposive sampling based on data saturation criteria and information repetition. Data were collected through semi-structured interviews, with the interview framework developed based on a content analysis of existing literature on the cognitive, affective, and practical dimensions of monotheistic education. The collected data were analyzed using SHANNON and MAXQDA (version 20) software. The findings indicated that, in the cognitive dimension, key factors included using child-friendly language and literature to introduce the concept of God. Parents and teachers also acted as important role models in shaping the child’s relationship with God. In the affective dimension, fostering curiosity and inquiry, along with the influence of parental and teacher affection on the child's connection with God, were emphasized. In the practical dimension, aligning activities with children's interests and promoting their independence were most frequently applied. Thus, the sovereignty period is essential for establishing the foundations of monotheistic education for children, which is shaped through their interactions with their environment, parents, and especially teachers.

Keywords

Main Subjects

Educational sciences

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