Abstract
The purpose of the current research was to identify the obstacles of the development of critical thinking skills for the early stage child from the point of view of female teachers in Saudi Arabia. The sample of the research consisted of (120) teachers of early childhood, randomly selected in the cities of Dammam and Riyadh. The descriptive/qualitative method was used, and the questionnaire was used as a tool for collecting search data after verifying its suitability for application and consisted of (44) individuals in its final form for four basic domains. The research reached several results: The research sample approved the third domain: the obstacles of kindergarten management by a percentage of (75.40%), the sample of the research approved the second domain: the obstacles of the classroom environment and the curriculum, by a percentage of (73.60%), as well as the research sample approved the fourth domain: the obstacles of the kindergarten teacher by a percentage of (70.60%), and also approved the first domain: disabilities related to the characteristics and mental needs of the child by a percentage of (66.40%).The results also indicated that there were no statistically significant differences at the level (0.05) in the domains of the questionnaire about the obstacles of developing critical thinking skills for an early stage child from the point of view of the this stage teachers due to the change of the city (Dammam and Riyadh). The research recommended the need to put the child in a new educational experience in accordance with the characteristics of his/her development and needs, enrich the educational staff with innovative means and activities that address the higher thinking skills, appreciate the outstanding professional competencies, and increase the rewards and incentives for the teachers of the stage.
Highlights
The early-stages teacher is the main factor of the educational process, and a leader for her children, to improve their thinking skills and various skills
What are the obstacles of the development of critical thinking about the classroom environment and the curriculum from the point of view of early childhood teachers?
Second: regarding to the second question: What are the obstacles of the development of critical thinking about the classroom environment and the curriculum from the point of view of early childhood teachers? To answer this question, means, standard deviation, percentages, and Chi-square were used, as shown in the following table: Table (4): Frequencies, Means, Percentages and Chi-square for the Second Domain (Obstacles of the Classroom Environment and Curriculum)
Summary
The early-stages teacher is the main factor of the educational process, and a leader for her children, to improve their thinking skills and various skills. On the other hand, (Hamid et al, 2019) confirms that teaching thinking skills may be the www.psychologyandeducation.net most important activity that a teacher can do for: developing children’s level of thinking, improving their achievement, and self-confidence while carrying out school and life activities. Children's thinking at this stage is characterized by abstraction, many questions, and they need to be given the opportunity to make decisions (Sami Mohammed Melhim, 2014). Children's critical thinking skills can be developed through an attractive survey environment, allowing children to link concepts and ideas while creating a new scheme to increase opportunities for participation and challenge in authentic ways (Klefstad, 2015). The study of (Polat, 2015)
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