[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit ::
Main Menu
Home::
Journal Information::
About the Journal & Policies
Editorial Board
Articles Archive::
Current Issue
All Issues
Guide for Authors::
Author instructions
Guide for publishing in journal
Submission Form
Author's consent form
For Reviewers::
Reviewers Section
Ethical Statements::
Registration::
Registration Form
Site Facilities::
Site map
Inform to friends
Contact us::
Contact Information
::
Indexed by
     
..
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Copyright Policies

 

AWT IMAGE

 
..
Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License which allows users to read, copy, distribute and make derivative works for non-commercial purposes from the material, as long as the author of the original work is cited properly.

..
:: Volume 14, Issue 2 (Spring 2026) ::
Shefaye Khatam 2026, 14(2): 43-54 Back to browse issues page
Psychometric Evaluation of the Holistic Development Questionnaire for Preschool Children
Siyamak Tahmasebi , Moslem Arian , Mojgan Sharameh , Mansoureh Karimzadeh * , Razieh Bidhendi
Department of Preschool Education, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran , mkarimz2000@gmail.com
Abstract:   (38 Views)
Introduction: In the preschool period, assessing development across all domains plays an essential role in monitoring children’s status, guiding educational decisions, and planning interventions. However, there is no integrated, culturally grounded instrument capable of simultaneously evaluating all developmental dimensions of preschool children in Iran. Therefore, the present study aimed to develop and psychometrically evaluate a comprehensive, culturally appropriate tool for assessing the holistic development of preschoolers. Materials and Methods: The research was descriptive and focused on instrument design and psychometric evaluation. In the first step, the main components of children’s holistic development were identified through document analysis and content analysis of credible sources. Relevant items were then developed, and the initial version of the questionnaire was prepared, followed by the psychometric evaluation process. The statistical population included parents of preschool children aged 5–6 years in Amol, Iran, among whom 680 individuals (354 women and 326 men) were selected through cluster random sampling. Results: In the face and content validity analyses, items with a Content Validity Ratio greater than 0.62 were retained in the final version of the questionnaire. Exploratory factor analysis using the principal components method with varimax rotation extracted six distinct factors, which together explained 78.2% of the total variance of the items. The correlation between the questionnaire scores and the reference criterion, the Early Development Instrument, demonstrated desirable concurrent validity (r = 0.686). Cronbach’s alpha for the overall questionnaire was 0.822, with values ranging from 0.74 to 0.88 across individual components, indicating satisfactory internal consistency. Conclusion: The developed questionnaire covers all dimensions of preschool children’s growth, including the innovative moral–spiritual domain, and demonstrates strong psychometric properties. It can reliably and validly assess preschool children’s development and serve as a culturally appropriate tool for research and educational planning in Iran.
 
Keywords: Adolescent, Motivation, Resilience, Psychological, Psychology, Educational, Adaptation, Psychological
Full-Text [PDF 2073 kb]   (12 Downloads)    
Type of Study: Research --- Open Access, CC-BY-NC | Subject: Psycology
References
1. Greve W. Adaptation across the lifespan: Towards a processual evolutionary explanation of human development. Integrative Psychological and Behavioral Science. 2023; 57(4): 1119-39. [DOI:10.1007/s12124-023-09767-y]
2. Zittoun T, Gillespie A. Theorising Human Development in Adult Life: A Complex, Multidimensional, Dynamic, Situated Model. Integrative Psychological and Behavioral Science. 2025; 59(4): 77. [DOI:10.1007/s12124-025-09946-z]
3. Malekipour M. The role of environmental factors in holistic development of children. Development in Preschool Education. 2014; 24(6): 18-22.
4. Rahimi S, Mesrabadi J, Habibi Kaleybar R, Farid A. Compiling an Educational Neuroscience Training Program for Pre-Service and In-Service Teachers. The Neuroscience Journal of Shefaye Khatam. 2025. [DOI:10.61882/shefa.13.4.74]
5. Allen L, Kelly BB, Council NR. Child development and early learning. Transforming the workforce for children birth through age 8: A unifying foundation: National Academies Press (US); 2015.
6. Aliakbari Dehkordi M. Developmental Psychology (Theories, Research, Tests). Tehran: Payame Noor University Press; 2015.
7. Lotfi M, Farokhi A, Faghihzadeh S. Determining the validity and reliability of the gross motor development test in 7-10-year-old children with intellectual disability in Tehran. Research Journal of Sport Management and Motor Behavior. 2014;10(19):125-40.
8. Bjorklund DF. Children′ s thinking: Cognitive development and individual differences: Sage publications; 2022.
9. Casey BJ, Tottenham N, Liston C, Durston S. Imaging the developing brain: what have we learned about cognitive development? Trends in cognitive sciences. 2005; 9(3): 104-10. [DOI:10.1016/j.tics.2005.01.011]
10. Pagani L. O14: Televiewing and Children's Development. The Neuroscience Journal of Shefaye Khatam. 2015; 3(3):14.
11. Behmanesh B, Alhosseini KA, Azadi M. The effectiveness of attachment-based psycho-educational interventions on reducing the symptoms of separation anxiety disorder in preschool children in Tehran. The Neuroscience Journal of Shefaye Khatam. 2023; 11(1): 57-68. [DOI:10.52547/shefa.11.1.57]
12. Karimzadeh M. O10: Why Preschool Education Programs Is So Important. The Neuroscience Journal of Shefaye Khatam. 2015;3(3):10.
13. Olusanya BO, Wright SM, Smythe T, Khetani MA, Moreno-Angarita M, Gulati S, et al. Early childhood development strategy for the world's children with disabilities. Frontiers in Public Health. 2024; 12: 1390107. [DOI:10.3389/fpubh.2024.1390107]
14. Zare'i A, Gholami-Shiri H. The role of positive thinking in increasing serotonin, promoting emotional balance and vitality, and strategies to strengthen positive mindset. First Congress on Vitality and Happiness. 2012.
15. Childhood NSfHDiE. National Document on Holistic Development in Early Childhood. Tehran, Iran; 2019.
16. Waltz CF, Bausell BR. Nursing research: design statistics and computer analysis: Davis Fa; 1981.
17. Hair JF, Black WC, Babin BJ, Anderson RE, Tatham RL. Multivariate data analysis. Cengage learning Hampshire; 2019.
18. Asgari M, Mohammadpoor-Fadiheh S, Mohammadian J, Ghadamei A. Examining the Psychometric Properties and the Factor Structure of "Early Development Instrument" in Preschool Children Aged 4 to 6 Years in Mashhad with Rasch Model. Educational Measurement and Evaluation Studies. 2020; 10(31): 177-224.
19. Janus M, Offord DR. Development and psychometric properties of the Early Development Instrument (EDI): A measure of children's school readiness. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement. 2007; 39(1): 1. [DOI:10.1037/cjbs2007001]
20. da Silva MA, de Mendonça Filho EJ, Mônego BG, Bandeira DR. Instruments for multidimensional assessment of child development: a systematic review. Early Child Development and Care. 2020.
21. Smith-Donald R, Raver CC, Hayes T, Richardson B. Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly. 2007;22(2):173-87. [DOI:10.1016/j.ecresq.2007.01.002]
22. Nordness PD, Epstein MH, Synhorst L. Convergent validity and test-retest reliability of the Preschool Behavioral and Emotional Behavior Rating Scale: Parents as respondents. Early Childhood Services: An Interdisciplinary Journal of Effectiveness. 2009; 3(1): 51.
23. Kim S. Development and validation of a faith scale for young children. Religions. 2021; 12(3): 197. [DOI:10.3390/rel12030197]
24. Raya AS, de Dios SML, Elvira JAM. Quality of child development scales. A systematic review. International Journal of Educational Psychology. 2023; 12(2): 119-48.
25. Kohlberg L, Hersh RH. Moral development: A review of the theory. Theory into practice. 1977; 16(2): 53-9. [DOI:10.1080/00405847709542675]
26. Eisenberg N. Emotion, regulation, and moral development. Annual review of psychology. 2000; 51(1): 665-97. [DOI:10.1146/annurev.psych.51.1.665]
27. Karimzadeh M, Rostami M, Teymouri R, Moazzen Z, Tahmasebi S. The association between parental mental health and behavioral disorders in pre-school children. Electronic physician. 2017; 9(6): 4497. [DOI:10.19082/4497]
28. Karimzadeh M, Goodarzi A, Rezaei S. The effect of social emotional skills training to enhance general health& Emotional Intelligence in the primary teachers. Procedia-Social and Behavioral Sciences. 2012; 46: 57-64. [DOI:10.1016/j.sbspro.2012.05.068]
29. Babakri H, Tahmasebi S, Amani S. Validation of the Parenting Stress Index (PSI) among mothers of Preschool children in Tehran. Shenakht Journal of Psychology and Psychiatry. 2018; 5(4): 29-39. [DOI:10.29252/shenakht.5.4.29]
30. Esmaeili F, Tahmsebi S, Mohammadi Arya A, Soltani PR. The relationship between parenting styles and moral development of preschool children mediated by children's attachment. Archives of rehabilitation. 2021; 22(3): 362-77. [DOI:10.32598/RJ.22.3.3275.1]
31. Bronfenbrenner U. Making human beings human: Bioecological perspectives on human development: sage; 2005.
32. McCoy DC. Building a model of cultural universality with specificity for global early childhood development. Child Development Perspectives. 2022; 16(1): 27-33. [DOI:10.1111/cdep.12438]
33. Kiing JS, Low PS, Chan YH, Neihart M. Interpreting parents' concerns about their children's development with the Parents Evaluation of Developmental Status: culture matters. Journal of Developmental & Behavioral Pediatrics. 2012; 33(2): 179-83. [DOI:10.1097/DBP.0b013e31823f686e]
34. Bornstein MH. Parenting and child mental health: a cross‐cultural perspective. World Psychiatry. 2013; 12(3): 258-65. [DOI:10.1002/wps.20071]

XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Tahmasebi S, Arian M, Sharameh M, Karimzadeh M, Bidhendi R. Psychometric Evaluation of the Holistic Development Questionnaire for Preschool Children. Shefaye Khatam 2026; 14 (2) :43-54
URL: http://shefayekhatam.ir/article-1-2649-en.html
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 14, Issue 2 (Spring 2026) Back to browse issues page
مجله علوم اعصاب شفای خاتم The Neuroscience Journal of Shefaye Khatam
Persian site map - English site map - Created in 0.04 seconds with 47 queries by YEKTAWEB 4741