Developing a structure for Vocational University differentiated preschool education curriculum based on student temperament types

The study intended to develop a differentiated preschool education curriculum structure in vocational university based on students_ temperament types. Three phases of this study were conducted based on a mixed-method research approach. The questionnaire survey and in-depth interviews were conducted with 384 student respondents and 24 student participants in needs analysis phase. Instruments were the adapted Keirsey Temperament Sorter II, a self-designed questionnaire and an interview protocol. For data analysis methods, descriptive statistics, content analysis, one-way ANOVA and thematic analysis were used. At the design phase, a focus group discussion verified the initially designed structure. Six specialists were interviewed using an interview protocol. Their views were analyzed thematically. Usability was measured using a nominal group technique in the evaluation phase. The structure was reviewed by eight students and six experts using an interview protocol and a list of statements. Content analysis and ranking disambiguated their judgment. A common problem of overly uniform curriculum was revealed through the questionnaire survey. The findings of one-way ANOVA showed that students with four temperament types had significant differences in curriculum preferences at least at the .05 level [F (3,380) = 2.825; p = .039]. Interview data supported these patterns. Following focus group and nominal group results, a final structure of with common and differential components was formulated. They were based around four elements, with the curriculum purpose and objectives, curriculum organization, curriculum implementation and curriculum assessment. In conclusion, this structure has solved the problems of insufficient optional curriculum, lack of independent design and differentiation criteria for optional curriculum. For implication, such differentiated curriculum structure addresses both universal and particular learning needs. It would therefore be able to foster fairer and more inclusive learning experiences for different temperamental profiles.