Assessing and Evaluating Components of Preschool Art Education Curriculum Using the Importance - Performance Analysis Model

The purpose of the present study was to analyze the Importance - performance Components of Preschool art education curriculum. The present study is exploratory research in terms of the nature of research, in terms of purpose practical, and in terms of nature of research data is a type of sequential exploratory design (qualitative-quantitative). In the qualitative part, the identification of components of the preschool art education curriculum model is presented using the theme analysis technique, and in the qualitative part, the importance of the organizing theme is analyzed using IPA. The statistical population of this study in the qualitative part consists of university professors and doctoral students in the field of curriculum planning and experts and teachers of Preschool; the criterion for determining the sample size was to achieve theoretical saturation of the data and general agreement on the phenomenon under study. The collection tool in this section was a semi-structured interview with experts. In other words, in this phase of the research, after 20 semi-structured interviews with experts, the data reached theoretical saturation. The finding showed that among the 9 components of the Preschool art education curriculum, two components (Grouping and Place) were in the low importance area, one component (Time) was in the focus area, and six components were (Goal, Content, Activity, Material, Method, Assess) in the performance retention area. It is worth noting that the components in the low priority area are not threatening to the curriculum and do not need immediate correction.