Abstract
The aim of this study is to know the extent to which the national interactive curriculum scheduled for governmental kindergartens in Jordan take into account the psychological, social, aesthetic and cognitive foundations are considered. The researchers used the analytical descriptive approach. The sample of the study consisted of all kindergarten teachers in the education districts of Central Badia Region. The sample comprised 118 teachers, during the second semester of the academic year (2017/2018). The study concluded that there are statistically significant differences between the average estimates of the sample on the field of psychological foundations and the total score according to the difference of scientific qualification for the benefit of higher studies. No difference was found on the extent of taking into account the national interactive curriculum scheduled for the governmental kindergartens in Jordan for the social, cognitive, psychological, aesthetic and total scores except for the domain of social foundations, according to the years of experience variable. To determine the source of these differences, Scheffe test was used. Finally, the researchers proposed some recommendations. Key words: National Interactive curriculum, governmental kindergartens, psychological foundations, social foundations, aesthetic foundations, cognitive foundations.
Highlights
The character of a Kindergarten child is that of a rapidly evolving and developing character
This study aims to know the extent to which the national curriculum take into account the psychological, social and cognitive foundations of the state kindergartens in Jordan are considered
The arithmetic average of the sample estimates was based on the extent to which the interactive national curriculum for the state kindergartens in Jordan was observed of the social, cognitive, psychological and aesthetic foundations as a whole (2.30), with a standard deviation (0.20) and with an average estimate
Summary
The character of a Kindergarten child is that of a rapidly evolving and developing character. The kindergarten is keen to provide a dynamic curriculum that takes into account the personality of the child and his needs, for sound growth. This is in accordance with the age and mental characteristics of the normal child, taking. Educators agree on the broad lines and sometimes implementers differ on the details. It is not a specific curriculum based on scheduled subjects, it is a platform based on activity. Its first goal is to develop the child's perceptions, raise his senses, satisfy his desires and needs, discover his tendencies and talents and allow these talents to grow and appear in an atmosphere of freedom away from repression, fatigue and militancy in following a certain regime (Hawamdeh and Adwan, 2012)
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