Jordanian Kindergarten Research Articles

Parental attitudes towards the inclusion of children with disabilities in Jordanian kindergartens

ABSTRACT The present study aimed to explore parents’ attitudes towards including children with disabilities (CWDs) in public kindergartens (KGs) in Jordan. A questionnaire was developed and distributed to 250 parents of CWDs and others without disabilities at the kindergarten stage. The results revealed that most respondents had neutral attitudes towards including CWD issues in public KG, and about 36.4% of parents held negative attitudes. The results of multiple regression analysis also indicated that the parent’s gender, age, having a CWD, and degree of disability, were considered statistically significant predictors of the parents’ attitudes towards including CWDs in public kindergartens. Implications of the findings and recommendations are provided.

Attachment Patterns and their Relationship to Social Adjustment among Kindergarten Children in Jordan

This research aims to discover the relationship between the styles of attachment for ‎children in Jordanian kindergarten and their social adjustment by using the descriptive ‎correlational method. Where the sample consisted of (130) kindergarten children, of whom (72) females and (58) males were chosen randomly. To reach ‎the goals of the study, two tools were utilized. First, the Social ‎Adjustment Scale, which consisted of 25 items. These items were answered by the children’s’ teachers. The ‎second scale is attachment patterns that included three dimensions: Secure, Insecure –‎Avoidant, and Anxiety. It consists of 20 items answered by mothers. The indications of ‎validity and reliability were achieved through testing the validity of the structure and ‎the content, and the reliability was tested by determining the Cronbach's alpha and the Split half Reliability. The findings of the research ‎showed that there is a strong positive relationship between the social adjustment scale ‎and the secure attachment scale with Pearson’s correlation equal to 0.76. Furthermore, a strong negative correlation is observed between the social ‎adjustment scale and the Insecure-Avoidant attachment scale with Pearson’s correlation ‎equal to -0.66, as well as a strong negative relationship is found between the social ‎adjustment scale and the anxiety with Pearson’s correlation equal to -0.72. The ‎findings demonstrate that there is a statistically significant variation on the social ‎adjustment scale between the mean of males (2.55), and females, ‎(2.78) and there were no statistically significant differences at 0.05 level of significance ‎‎between males and females in all attachment patterns.‎

Field Experience Make Difference: Early Childhood Student-Teachers’ Beliefs about Best Practices for Jordanian Kindergarten Children

The separation between academic knowledge gained from university courses and practical knowledge gained from field experiences is an ongoing problem in teacher education. This research investigated the impact of field experiences on early childhood student-teacher’s’ beliefs regarding the best practices (Developmentally Appropriate Practice [DAP]) at kindergarten setting in Jordan. The quantitative methods utilizing pre-and post-surveys were employed. The respondents consisted of (65) students who agreed to be part of the study and filled out the surveys before and after attending the practicum program at the school of education during the first semester of the (2018/2019) school year. The survey consisted of (48) items that evaluated the early childhood education student-teachers’ beliefs regarding the best practices for kindergarten children. The results revealed that the overall mean of the early childhood student-teachers’ beliefs regarding DAP in the kindergarten setting in Jordan before field experience was (2.79), which means they had a moderate belief level of DAP. Furthermore, the researchers found that there are a “statistically significant differences” (at α = 0.05) in early childhood student-teachers’ beliefs regarding DAP before and after attending the practicum program in all domains favoring the post survey, except the “reciprocal relationships with families” domain. Focusing more on the inclusion of developmental practices in theoretical courses during the teacher education programs in university are recommended.

Online learning in the Jordanian kindergartens during Covid-19 ‏pandemic

Online learning in the Jordanian kindergartens during Covid-19 ‏pandemic

From theory to practice: Constructivist learning practices among Jordanian kindergarten teachers

The fundamental principle of “constructivist education” is that learning takes place when the learner enthusiastically participates in a process of “knowledge construction”. This study is aimed at exploring kindergarten teachers’ constructivist learning practices in Jordan. The participants of the study consisted of 60 kindergarten teachers; 30 kindergarten teachers taught kindergarten children in public schools and 30 kindergarten teachers taught kindergarten children in private schools in Irbid city of Jordan during the 2018–2019 school year. The study utilised a descriptive quantitative design, with an observation of Jordanian kindergarten teachers to gather data on the constructivist learning practices among Jordanian kindergarten teachers. The researcher designed an observation instrument that consisted of 35 items to collect data about constructivist learning practices. The findings revealed that the constructivist learning practices of kindergarten teachers were not developed to a high level of practice, but they achieved a moderate and low degree. Moreover, the researcher found that there are no “statistically significant” differences at (α≤ 0.05) among the sampled Jordanian kindergarten teachers’ implementation of constructivist learning practices based on experience, and their academic qualifications. However, kindergarten teachers utilised constructivist teaching practices in public schools more than in private schools. Professional workshops regarding constructivist learning practices among Jordanian kindergarten teachers are recommended.
 
 Keywords: Instructional practices, kindergarten teachers, constructivist learning, Jordan.

Computerized Visual Perception Games and its Effects on Learning Letters and Numbers among Jordanian Kindergarten Children

This study investigated the effect of computerized visual perception games on learning letters and numbers among Jordanian kindergarten children. A set of computerized visual perception games, as well as two tests for both Arabic letters and mathematics, were prepared to study the objective. The study was conducted on students in Tawasol Academy Kindergarten in Irbid Governorate, Jordan with a sample size of (50) students divided into experimental and control groups. Results showed that computerized visual perception games had an effect on improving visual perception, letters and numbers learning in these Kindergarten children. Results also showed significant ( p ≤ 0.05) differences in numbers and letters learning among Kindergarten students between the control and experimental groups. (40%) of this effect size for both letters and numbers is attributed to the impact of computerized visual perception games. Based on the results, parents of Kindergarten children should be made aware of the importance of computerized visual perception games in learning letters and numbers. Teachers should also learn the impact and effectiveness of using visual perception games in improving learning letters and numbers and the educational process in general. https://doi.org/10.26803/ijlter.19.2.14

The Attitudes of Jordanian Kindergarten Female Teachers Towards Children's Libraries

The study aimed at identifying the attitudes of Jordanian female kindergarten teachers towards children's libraries. It also aimed at identifying whether there is any statistically significant difference – at the statistical significance level of (a ≤ 0.05) - between respondents’ attitudes which can be attributed to their years of experience or academic qualifications. The sample consisted of (161) out of 167 (96.4%), female kindergarten teachers in the public schools located in Karak Governorate, Jordan. A questionnaire was used for collecting data. Several statistical methods were used.
 
 It was found that Jordanian female kindergarten teachers in Karak Governorate have moderate attitudes towards children's libraries. It was also found that there is a statistically significant difference - at the statistical significance level of (a ≤ 0.05) between the respondents’ attitudes towards children's libraries which can be attributed to their years of experience and academic qualification.
 
 The study recommended that more attention should be paid to achieve the goals of the Child's Library. She also recommended the need to improve the reality of the libraries, and continue to provide them with the latest sources of information allocated to children by different age groups of childhood, and secure qualified teacher/ librarians.

Do it Right: Appropriate Ways for Teachers to Treat and React to Aggressive Children in Jordanian Kindergartens

This study explored the types and causes of aggression and the ways teachers treat and react to aggressive children in Jordanian kindergartens in the Irbid district. The sample consisted of the first 20 teachers who responded to the letter of participation sent to them. Data on the causes and types of aggression and prevention strategies were collected by descriptive qualitative design, with semi-structured open-ended interviews, as well as observation of Jordanian kindergarten teachers. The results of the study revealed three themes: factors that shape aggression, sanctions rather than punishment and social learning and culture. Also, the results indicated that social learning through positive modelling was mostly needed to help aggressive and disruptive students and change their behaviour. In light of the results, further research utilizing quantitative and qualitative research methods to achieve broader understanding of aggression in pre-school settings is recommended.

Do it Right: Appropriate Ways for Teachers to Treat and React to Aggressive Children in Jordanian Kindergartens

This study explored the types and causes of aggression and the ways teachers treat and react to aggressive children in Jordanian kindergartens in the Irbid district. The sample consisted of the first 20 teachers who responded to the letter of participation sent to them. Data on the causes and types of aggression and prevention strategies were collected by descriptive qualitative design, with semi-structured open-ended interviews, as well as observation of Jordanian kindergarten teachers. The results of the study revealed three themes: factors that shape aggression, sanctions rather than punishment and social learning and culture. Also, the results indicated that social learning through positive modelling was mostly needed to help aggressive and disruptive students and change their behaviour. In light of the results, further research utilizing quantitative and qualitative research methods to achieve broader understanding of aggression in pre-school settings is recommended.

The Effectiveness of Three Types of Kindergarten Curricula in Promoting National Consciousness among the Jordanian Kindergarten Children

The Effectiveness of Three Types of Kindergarten Curricula in Promoting National Consciousness among the Jordanian Kindergarten Children

The Impact of Using Reading Storybooks and Writing Journal Activities on Print and Phonemic Awareness of Jordanian Kindergarten Children

This study investigated the impact of reading storybooks and writing journal activities on print and phonemic awareness of Jordanian kindergarten children. Subjects participated in book-reading sessions with a print focus, and writing journals. A total of 50 children were recruited for the study from one kindergarten in Irbid City, Jordan. Two intact sections of 25 children each served as experimental and control groups. Pre-test measures of children’s print and phonemic awareness were administered. Subsequently, children in the experimental group participated in 24 small-group reading sessions that included a print focus, and 14 writing journals over a 14-week period. As an alternate condition, control-group children participated in conventional instruction methods only. Post-testing indicated that children who participated in print-focused reading and writing journal sessions outperformed their control group peers on four measures of print awareness (words in print, print concepts, alphabet knowledge and letter discrimination, and literacy terms), and on phonemic awareness (letter sound identification, rhyme, phoneme blending, phoneme segmentation, and phonemic manipulation), as well as overall performance. Implications and future research directions are discussed.

The Impact of Using Reading Storybooks and Writing Journal Activities on Print and Phonemic Awareness of Jordanian Kindergarten Children

This study investigated the impact of reading storybooks and writing journal activities on print and phonemic awareness of Jordanian kindergarten children. Subjects participated in book-reading sessions with a print focus, and writing journals. A total of 50 children were recruited for the study from one kindergarten in Irbid City, Jordan. Two intact sections of 25 children each served as experimental and control groups. Pre-test measures of children’s print and phonemic awareness were administered. Subsequently, children in the experimental group participated in 24 small-group reading sessions that included a print focus, and 14 writing journals over a 14-week period. As an alternate condition, control-group children participated in conventional instruction methods only. Post-testing indicated that children who participated in print-focused reading and writing journal sessions outperformed their control group peers on four measures of print awareness (words in print, print concepts, alphabet knowledge and letter discrimination, and literacy terms), and on phonemic awareness (letter sound identification, rhyme, phoneme blending, phoneme segmentation, and phonemic manipulation), as well as overall performance. Implications and future research directions are discussed.

The Role of Computer Technology in Supporting Children’s Learning in Jordanian Early Years Education

ABSTRACTThe current research investigated early years teachers’ perspectives regarding the role of computer technology in supporting children’s learning in Jordanian kindergartens. Thirty semistructured interviews were conducted with preschool teachers. The sample of kindergartens in this study was purposefully selected from the targeted population of Jordanian public kindergartens in the central, northern, and southern regions. Selected kindergartens for this study were distributed among the three regions based on the proportion of kindergartens in each region compared to the total number of kindergartens across Jordan. Findings indicated that the preschool teachers did not have certain understandings of the benefits and advantages of young children’s computer use. Nevertheless, some of them highlighted some potential advantages of computer use for young children, such as acquisition of basic computer skills; the provision of a new means of self-expression; enhancement of learning, particularly in literacy and numeracy; and enrichment of school curricula. The study provides several practical and theoretical recommendations to improve the use of computer technology in the Jordanian kindergarten context to support children’s learning, particularly in the area of literacy and numeracy.

The Effectiveness of an Instructional Program on Promoting English Language Literacy among Jordanian Kindergarten Children

The Effectiveness of an Instructional Program on Promoting English Language Literacy among Jordanian Kindergarten Children

Current state of the curriculum in Jordanian kindergartens for children with hearing impairments

ABSTRACTAn appropriate curriculum for children with hearing impairments (HIs) is vital in establishing effective educational programmes for such children. This study aimed to describe the current status of the kindergarten (KG) curriculum for children with HIs in Jordan. Content analysis was applied to the curriculum plans and weekly schedules and in-depth interviews with 15 teachers were conducted. The findings revealed confusion and concern regarding the curriculum for children with HIs. One major recommendation is a comprehensive reform process to enhance the current state of the curriculum for children with HIs in Jordanian KGs.

Jordanian Kindergarten and 1st-Grade Teachers’ Beliefs About Child-Based Dimensions of School Readiness

ABSTRACTThe purpose of this study was to explore the beliefs of Jordanian kindergarten and 1st-grade teachers regarding six child-based dimensions of school readiness: academic knowledge, basic thinking skills, socioemotional maturity, physical well-being and motor development, self-discipline, and communication skills. Questionnaires were used to collect data from 289 teachers; 155 kindergarten teachers and 134 1st-grade teachers were randomly selected from Zarqa, a highly populated city in Jordan. Results revealed that kindergarten and 1st-grade teachers considered all the six child-based dimensions as important to getting children ready for school. However, both groups of teachers rated the basic academic knowledge as the most important dimension and emphasized it over the other dimensions. In addition, results of the multivariate analysis of variance (MANOVA) indicated that there were statistically significant differences in the beliefs of kindergarten and 1st-grade teachers on four dimensions: academic knowledge, basic thinking skills, socioemotional development, and communication skills; meaning that kindergarten teachers rated these dimensions as more important than 1st-grade teachers did. Yet when teachers’ level of education was controlled for as a covariate, multivariate analysis of covariance results showed that significant statistical differences were only detected on the first dimension (i.e., academic knowledge). Suggestions for policymakers and for further research were offered based on the results of this study.

The effectiveness of family involvement in early childhood programmes: perceptions of kindergarten principals and teachers

Family involvement can no longer be considered a luxury but is rather a main component of early childhood programmes. The purpose of this study is to explore the effectiveness of family involvement in early childhood programmes in Jordan. In total, 84 kindergarten principals and 276 teachers participated in the study. To achieve the study objectives, the researchers designed a self-report questionnaire consisting of 28 items that addressed five domains: planning, implementation, evaluation, children's extracurricular activities, and communication with kindergarten. The results indicate that although principals and teachers perceived family involvement in children's extracurricular activities and communication with kindergarten domains as effective, they found family involvement in planning, implementation, and evaluation domains ineffective. The results also revealed significant differences between principals and teachers regarding the effectiveness of family involvement. Moreover, significant differences were found in principals' and teachers' perceptions due to region, type of kindergarten, training programmes, and area of certification. On the basis of this study, suggestions for improving the practice of family involvement in Jordanian kindergartens and for further research were discussed.

Assessment of children's digital courseware in light of developmentally appropriate courseware criteria

AbstractDevelopmentally appropriate courseware can play a crucial role in enhancing children's learning and development. Research studies have demonstrated that early childhood educators face major challenges in selecting and updating developmental courseware that supports young children's development. The primary purpose of this study was to assess children's digital courseware employed in Jordanian kindergartens in accordance with developmentally appropriate courseware criteria. A random sample of 57 courseware programs employed in both public and private kindergartens was assessed using 10 criteria for developmentally appropriate courseware. The findings suggest that the courseware implemented in Jordanian kindergartens exhibited a moderate degree of appropriateness. The courseware was the most developmentally appropriate in the areas of “technical features” and “clear instruction,” while the real‐work model and transformations were the least appropriate. Moreover, the findings revealed that children's courseware implemented in public kindergartens was more developmentally appropriate than those in private kindergartens. These findings and their implications were discussed.

Necessary school readiness skills for kindergarten success according to Jordanian teachers

The purpose of this study was to examine the necessity levels of children's school readiness skills held by Jordanian kindergarten teachers. The sample consisted of 347 teachers drawn from the public and private kindergarten education sectors. The school readiness data collection instrument included seven readiness domains with a total of 39 skills. Teachers evaluated the necessity level of each readiness skill for children to succeed in kindergarten. The results of this study indicated that teachers expected children to have average levels of readiness skills upon entering kindergarten. Among the domains, teachers expected the physical skills domain as the most necessary for kindergarten success, while the reading skills domain was perceived as the least necessary. Analysis also revealed significant differences between public and private kindergarten teachers in their level of expectations for school readiness skills.

Job Satisfaction Among Jordan’s Kindergarten Teachers: Effects of Workplace Conditions and Demographic Characteristics

The main objective of this study was to examine the job satisfaction levels of Jordanian kindergarten teachers in relation to work-related dimensions and socio-demographic variables. The sample consisted of 264 randomly selected teachers working in private kindergartens in Amman. To meet the study’s objectives, a two part questionnaire was developed soliciting information about (1) teachers’ age, marital status, and level of education, and (2) level of satisfaction with the physical environment, school relations, working conditions, children’s behavior, and parent participation. The findings of this study revealed that Jordan’s kindergarten teachers experience an overall average level of job satisfaction. While teachers were highly satisfied with their kindergarten classroom physical environments and their relationships within the school, teachers reported average satisfaction levels with their working conditions, children’s social behaviors, and parent participation. Significant relations were found between teachers’ personal-related dimensions and job satisfaction. Several recommendations are made including a call for regulating the working conditions in the kindergarten private sector in accordance with existing international policies that promote teachers’ job satisfaction.