Kindergarten Stage Research Articles

Empowering Inclusion of Children with Disabilities: Administrative and Leadership Requirements in Kindergarten Stage

Empowering Inclusion of Children with Disabilities: Administrative and Leadership Requirements in Kindergarten Stage

The Trends of Kindergarten Teachers Towards the Integration of Children with Disabilities in the Kindergarten Stage and the Obstacles to Achieving this from their Point of View in Mafraq Governorate

This study aimed to investigate the trends of kindergarten teachers towards integrating people with disabilities at the kindergarten stage and the obstacles to achieving this from their point of view in Mafraq governorate and their relationship to some variables, represented by (type of kindergarten, academic qualification, experience). To achieve the goals of the study, the descriptive curriculum was used. The study community consists of all kindergarten teachers in Mafraq governorate, numbering (230) teachers according to the statistics of the Ministry of education for the academic year 2022/2023, while the study sample consisted of (155) teachers. The researcher designed a tool consisting of two parts: The first is to measure the trends of kindergarten teachers towards integrating people with disabilities with children without disabilities in Mafraq governorate, where it consisted of (28) items distributed over three areas: social, academic, emotional), and the second is to measure obstacles to integration, where it consisted of (20) items. The study showed the multiplicity of obstacles to integration from the teachers' point of view. It also showed that there are no statistically significant differences at (α =0،05) in the trends of kindergarten teachers towards comprehensive integration), with the variety of the type of kindergarten, academic qualifications, and years of experience. The results also explained that the trends of the study sample were positive. In light of the results, the researcher recommends the application of comprehensive integration at the kindergarten stage, and the need to hold training courses to qualify kindergarten teachers, and to raise awareness of the process of applying comprehensive integration from the beginning of early childhood, through media and educational programs, and adapting the educational environment before the application of the comprehensive integration process.

Using Generative AI Tools to Improve Children's Story Production Skills in Early Childhood: Suggested Standards

Story-based learning holds significance in early childhood education, as stories enrich social and linguistic interaction, imagination, and the development of values in children. The current research aims to determine the standards for producing children’s stories using some of the generative artificial intelligence (AI) tools necessary for female kindergarten teachers to improve their children’s story production skills. Using the experimental method, the study sample was purposively selected from ten kindergartens in the Eastern Province of Saudi Arabia, for a total of 25 female teachers. A list of standards has been prepared for producing children’s stories using AI tools. The main standards included controlling generation inputs, analyzing and reviewing generation outputs, editing generation outputs, and regeneration and production, and a set of subskills were included under them. The sample underwent the training content, which consisted of six sessions with five hours of training per day. A graded performance rating scale was prepared to measure female teachers’ children’s story production skills. The results indicated the effectiveness of generative AI tools in improving children’s story production skills in light of the criteria used in the current research. KEYWORDS story-based learning, applications of artificial intelligence, kindergarten, narrative approach, generative linguistic models, kindergarten stage

Evaluation of Inclusive Education Programs in Kindergartens Stage in Light of Global Ethical Standards: The Perspective of Parents of Students with Disabilities

This Study aimed to assess inclusion education programs in the kindergarten stage in Jordan, focusing on global ethical standards from the perspective of parents of students with disabilities. The sample consisted of families with 66 disabled children enrolled in government or private kindergartens in Amman. To achieve this, the researchers developed a questionnaire evaluating the application of global ethical standards by integrated kindergarten teachers. The questionnaire comprised 27 indicators distributed across two dimensions: ethical standards related to the teacher's relationship with the disabled child and ethical standards related to the teacher's relationship with the family of the disabled child. The results indicated a high level of adherence to global ethical standards in integrated kindergarten education programs, with no statistically significant differences attributed to the type of kindergarten (government/private). The statistical analysis revealed elevated ratings for the ethical standards related to the teacher child relationship, except for the item "possesses classroom management skills in controlling and adjusting the behavior of disabled children," which received a moderate rating. Descriptive statistics for the ethical standards related to the teacher's relationship with the families of disabled children showed high levels overall, except for two items: "assists families in building family support networks with other families and benefits from them in developing their children's education process" and "has sufficient information about family support institutions, associations, and organizations providing assistance and facilities for families of disabled individuals and guides them to these resources," both rated at a moderate level.

Efforts to increase English vocabulary skills using puppet theater and flashcards at TK Islam Amaryllis, Cibubur

This community service activity aims to increase English vocabulary in daily life for the kindergarten level at TK Islam Amaryllis, Cibubur. At the kindergarten stage, aspects of physical and psychosocial development are needed, which include intellectual, language, motoric, and social-emotional development. Besides that, especially the introduction of English vocabularies. Socialization, demonstration, and practice (with puppet theater and flashcards as media), and evaluation are the stages carried out in this program. The result is that students at TK Islam Amaryllis, Cibubur, have increased their knowledge of English vocabulary, which can be used for further levels of education by using or demonstrating learning media, namely puppet theater and flashcards.

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.

تحسين جودة القصص الإلكترونية المستخدمة في مناهج رياض الأطفال

The scientific change that the current era is witnessing in the field of informatics and informational development and the implications of that progress in all branches of knowledge imposed new variables that affected all aspects of life, and changed many of its patterns and methods to which society must respond. The future requires people with multiple abilities and skills to be able to communicate with others and interact with the changes of the times through advanced modern technical means until it reaches e-learning, which has become an urgent necessity through which the future is predicted. E-learning aims to provide multiple and disparate sources of information that provide opportunities for comparison, discussion, analysis, and evaluation using electronic media in linking and interacting with the educational system while providing the opportunity for learners to interact instantly electronically with each other on one hand, and between them and the teacher on the other hand through modern technological resources/media. The problem with the research is that the institutions that produce the electronic stories for the kindergarten stage do not adhere to the standards necessary to produce these stories for the kindergarten stage. Therefore, the importance of the research stands out in developing a proposed model for the design and production standards of the electronic story for the kindergarten stage.

FORMULATING MATHEMATICS CONCEPTS IN THE KINDERGARTEN CURRICULUM, A COMPARATIVE STUDY BETWEEN THE FORMULATION OF MATHEMATICS CONCEPTS IN THE KINDERGARTEN CURRICULUM IN PALESTINE AND THE RECOMMENDATIONS OF THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS IN THE UNITED STATES OF AMERICA (NCTM,2001)

This study aimed to determine the degree of compatibility between the standards of (NCTM, 2000) and the formula of concepts mentioned in the kindergarten curriculum in Palestine, and the standards received from the National Council of Mathematics Teachers in the United States of America (NCTM, 2000) for the kindergarten stage, and then define the concepts Related to mathematics and included in the curriculum related to kindergarten in Palestine, after which the degree of compatibility between standards and concepts was determined, and the extent to which the curriculum achieved standards in its cognitive structure was determined. Descriptive and analytical approach was used on the kindergarten curriculum. The results of the study showed the extent of compatibility between content and standards as follows: Concerning the field of numbers and basic operations, the agreement rate was 86%, and the amount of agreement in the formulation of concepts is very high, and with regard to the field of engineering and measurement, the compatibility rate was 71%, and the amount of agreement in the formulation of concepts is high. As for the field of data analysis and statistics, as well as patterns and relationships, the percentage of consensus was 75%, and agreement in conceptual formulas was high. The researcher recommended the necessity of full compatibility between the concepts contained in the curriculum and the standards related to the NCTM document, that the conceptual formulas be similar, and work to introduce technology into the educational learning process and link it to NCTM standards

Developing the skills of female Early Childhood Education College students in creating wooden work teaching aids using woodcutting, engraving and veneering

The researcher seeks to benefit from woodwork for different fields and disciplines to achieve the field's message in benefiting all disciplines. Therefore, the researcher in this research tended to develop the skills of students of the College of Early Childhood Education in creating beautiful wooden crafts and mastering technology as educational artistic means to train students to create new and innovative patterns of The educational aids contribute to the delivery of information to the kindergarten child in a simple, easy and fast way, by using the raw materials and techniques of woodwork " unloading and veneering" with the use of some industrial processes, which results in different patterns of educational aids that enjoy interaction and beauty and withstand repeated use and suit the kindergarten stage. Communicate and understand easily and senses. Research problem: To what extent can the skills of kindergarten students be developed in creating wooden crafts as teaching aids by making use of (unloading and veneering)? The research hypothesis:There is an emotional relationship between training and treatment in woodworking (tuning and veneering) and the development of the skills of kindergarten students Research aims: 1. Benefiting from wood techniques (unloading and veneering) in the field of kindergartens. 2. The kindergarten students; mastery of woodworking skills in educational work. 3. Developing the skills of kindergarten students in creating wooden crafts as teaching aids by making use of woodworking techniques (unloading and veneering).

Experience of Beauty: Valuing Emotional Engagement and Collaboration in Teacher-Child Storytelling Activities

At the kindergarten stage, storytelling activities are a proven intervention that promotes children’s vocabulary, reading, oral expression and writing development. The purpose of this study was to examine children’s emotional engagement and cooperation during storytelling by early childhood teachers. This study adopted a qualitative research method with a sample of children (aged 5-6 years) in an inclusive K3 kindergarten in China. Data were collected through video recordings of storytelling activities. Conversation Analysis (CA) and Multimodal Interaction Analysis (MIA) were used as analytical tools for teacher-child emotional engagement and collaboration in storytelling activities. The study focuses on the entertaining nature of teachers’ storytelling organisation, storytelling teaching styles and children’s participation (verbal and non-verbal). The study found that teachers used body language, props and vocal tones to stimulate children’s emotional engagement and cooperation. Children demonstrated their understanding of the story by actively answering questions, catering to body movements, choral singing and creating story segments to achieve co-participation. The data from this study form initial insights into the deepening of children’s aesthetic literacy and socialisation through storytelling activities. This research can further prompt teachers to focus on diversity in the organisation of storytelling activities, as well as help children to immerse themselves in early literacy through their emotional appraisal of story events or characters.

The Impacts of Lughati for Smart Education Initiative on Students’ Acquisition of Arabic Language Skills at the Kindergarten Stage

The Impacts of Lughati for Smart Education Initiative on Students’ Acquisition of Arabic Language Skills at the Kindergarten Stage

Behavioral Problems Among Kindergarten Children in Jordan From the Mothers' Point Of View

The study aims to reveal the correlation between patterns of family nurturing and behavioral problems among kindergarten children from the point of view of their mothers. The sample consisted of (70) mothers, who were chosen by the available random method. The researchers used two tools: behavioral problems scale, which included the two dimensions (aggression and hyperactivity), and the family nurturing scale, which included two dimensions (authoritarian and democratic). The results indicated that there is an inverse and strong correlation between the scores of the scale of the behavioral problem and the sub-degree of the (tolerant style) scale. Moreover, the study indicated that there is a direct and strong correlation between the scores on the scale of the behavioral problem and the sub-degree of the (authoritarian style) scale, and this indicates that the higher the score on the authoritarian style scale, the higher the level of behavioral problems. It was also found that there are statistically significant differences related to the gender on the scale of behavioral problems as a whole in favor of males at a level. The results also showed that there were differences in the tolerant style of nurturing in favor of females and there were differences in the authoritarian style of nurturing in favor of males and it was found that there were differences in the total degree of behavioral problems attributed to the style of family nurturing in favor of the authoritarian style. Keywords: patterns of family nurturing, behavioral problems, children in the kindergarten stage.

TEACHING NATURAL SCIENCES: SIMPLIFYING SOME PHYSICS CONCEPTS AS ACTIVITIES AND LABORATORY TOOLS FOR KINDERGARTEN CHILDREN

There is a severe shortcoming in science programs in kindergartens in Saudi Arabia. Therefore, this paper presents a conceptual framework for teaching physics concepts to kindergartens to contribute to the consolidation of scientific knowledge by stimulating the skills of inquiry, problem-solving and scientific thinking among children. The research aimed to study the effect of a program based on simplifying some physics concepts on kindergarten children's knowledge. Data were collected through semi-structured interviews, observation, video recordings of simple lab instruments for physics concepts, and children's in-app interactions and children's photographs. The sample consisted of (8) children of the age groups (5: 6 years) at the third level in kindergarten. The results indicated that children can be taught some scientific thinking skills. Children who practiced the planned activities developed their knowledge more orderly. Accordingly, it is concluded that the program can indicate the success of introducing natural sciences to the kindergarten stage. The current research recommends studies that show the quality and specifications of programs that suit the child's characteristics at this stage and the nature of education. Keywords: Natural sciences, teaching physics concepts, laboratory tools, the focus group method, kindergarten

Employing Various Activities and Their Role in Providing Learning among Kindergarten Students in the Schools of the Kingdom of Jordan from the Point of View of the Teachers Themselves

The aim of the research is to identify the extent to which the various activities are employed and their role in imparting learning among public kindergarten students at the kindergarten stage in the schools of the Kingdom of Jordan from the point of view of the teachers themselves. The study population consisted of kindergarten teachers in the directorates of education affiliated to the central region, and the study sample was (26 teachers) chosen randomly. The study came out with a number of results, the most important of which are: that diversification in activities has a great role in providing learning for kindergarten students in Jordanian public schools from the point of view of the teachers themselves, and that the teachers are keen to employ kinetic activities and role-playing activities to a very high degree, and there is a positive trend by Kindergarten teachers by ensuring that they provide dialogue and discussion activities, cooperative and competitive learning, creative learning, idea generation, drawing and coloring with a high degree of application. Keywords: employment of various activities, kindergarten stage, schools of the Kingdom of Jordan DOI: 10.7176/JEP/13-31-02 Publication date: November 30 th 2022

A Study on English Phonetic Acquisition from the Perspective of Transfer Theory

English, as an international lingual Franca, has become one of the most widely-used languages in the world. Mastering English doesn't just mean getting information from all over the world; it also means communicating and expressing yourself with people from different cultural backgrounds. So far, EFL has received much attention in many counties. As an indispensable part of language acquisition, pronunciation learning should be valued at the beginning of foreign language study, for example, the kindergarten stage. This paper aims to illustrate the negative transfer of the mother tongue on English pronunciation acquisition from the segmental and suprasegmental aspects. Based on the studies and analysis, it hopes to inspire teachers to arouse awareness of the differences between English and Chinese pronunciation among learners, making students acquire native-like pronunciation actively and positively. It’s suggested that EFL learners can their pronunciation and intonation through practice.

Effects of a Proposed Unit Based on the STEM Approach in Developing Fundamental Science Processes for Kindergarteners in Makah Al-Mukarramah

This study explored how a proposed unit based on the STEM approach affected the development of some basic science processes among kindergarteners in Makkah Al-Mukarramah. The descriptive-analytical method was thus employed, followed by an experimental approach with semi-experimental design for one group of children. The study tools included an image test for basic science operations. Furthermore, supportive materials were established, consisting of a proposed unit based on the STEM approach that included a teacher’s guide and activities for children. The study tools were tested for validity and reliability, with applications before and after among a sample of 30 children (girls and boys) from Al-Ma’ali kindergarten in Makkah during the first semester of 1443. The most important findings were as follows: there were statistically significant differences between the average scores of children in the pre- and postapplications for testing basic science operations. As all t-test values for scientific operations were statistically significant at the <0.05 level, these differences were in the direction of application in the dimension with a higher arithmetic mean. In light of this evidence, several recommendations and proposals are offered. First, the results emphasized the usefulness of the STEM approach at the kindergarten stage, as this positively affected the development of basic science processes for kindergarten children. Second, this study recommends holding training sessions for kindergarten supervisors and teachers to introduce the STEM approach, its significance, and ways to apply it in the daily kindergarten program. Finally, this study highlights the need for additional research on the effectiveness of the STEM approach in the development of many different variables, including problem-solving skills, creative thinking, and 21st-century skills among kindergarten children.

Extent of Teachers' Knowledge of Required Skills in Distance Education in Jordan during the Coronavirus Pandemic

Objectives: The study aims to reveal the degree of teachers’ knowledge of the skills required in distance education in Jordan during the Coronavirus pandemic, and whether it varies due to gender or stage. The study was applied in the second semester of the 2020 scholastic year.
 Methods: To achieve the results, a descriptive approach was implemented. The main study tool was a questionnaire that was designed after reviewing the educational literature and previous studies. It consisted of (17) paragraphs. The study population consisted of (4013) teachers from Kasbaet Amman, where the sample of the study members consisted of (300) teachers, who were chosen in a simple random method from the study population.
 Results: The results of the study indicate that the degree of teachers’ knowledge of the required skills in distance education in Jordan during the Corona pandemic was moderate. The results also show that there are no statistically significant differences due to gender. There are statistically significant differences due to school stage in favor of kindergarten stage.
 Conclusions: In the light of the results of the study, the researchers recommend continuously training teachers on distance education skills and on how to design lessons according to models that adopt distance education. They also recommend reviewing curricula and developing them to suit the skills required for distance education, especially after the pandemic.

Designing an Educational Program Supported by Augmented Reality Technology in Obtaining the Social Concepts and Developing Creative Thinking in Kindergarten – Level II

The aim of the study is to develop an educational program supported by augmented reality technology, and to determine its effectiveness in the acquisition of social concepts and the development of creative thinking among kindergarten – level II. In accordance with the nature of the subject and the objectives of the study, the experimental method was adopted. The sample of the study is Lank kindergarten in which (30) children were selected by drawing and divided into experimental group (who were taught using the prepared program based on augmented reality technology) and consisted of five boys and ten girls, and control group (who were taught using the standard kindergarten program and style) and consisted of six boys and nine girls. Then, the researcher has developed her own educational program, according to the appropriate principles and guidelines for developing educational programs, by using augmented reality technology, which was an application that was named (Sazan AR) that was dedicated to the content of the program of the subject of the research, as well as the content of the official kindergarten booklet. In it, the chosen images from the aforementioned booklet are shown as 3D figures and educational videos. Further, the researcher has developed a measurement for the social concepts to evaluate the sample of the research before and after the application of the program. She simultaneously used Torrance’s criteria (TTCT, 1966) to evaluate the research sample’s creative thinking before and after the application of the program. After implementing the program on the research sample, it was found that the (teaching - learning) program based on augmented reality technology is effective in acquiring social concepts, when comparing the pre-test and post-test of the experimental group. There was also a statistically significant difference in the post-test between experimental and control group at the level of evidence (0.05) in favor of the experimental group. Further, while the program was effective in developing creative thinking among the children of the experimental group when comparing pre-test and post-test, there was no significant difference between the post-test of experimental and control groups at the level of evidence (0.05). Finally, the study concluded that the use of augmented reality technology in the teaching process is an effective and better way than the conventional way of teaching. Augmented reality technology is also appropriate for the kindergarten stage and is an enjoyable experience for them in the learning process. Despite the advantages of augmented reality technology, development and application of the technology is not an easy task at the individual level and by teachers alone, therefore the ministry of education should help with its preparation and application.

فاعلية التعليم عن بعد في مرحلة رياض الأطفال بمدينة الطائف من وجهة نظر المعلمات

هدفت الدراسة إلى التعرف على فاعلية التعليم عن بعد في مرحلة رياض الأطفال بمدينة الطائف من وجهة نظر المعلمات، ولتحقيق الهدف اتبعت الدراسة المنهج الوصفي، وتمثلت الأداة في استبانةلقياس آراء معلمات رياض الأطفال بخصوص فاعليةالتعليم عن بعد، وصعوبات استخدامه في مرحلة رياض الأطفال من وجهة نظرهن، طُبقت على عينة عشوائية بلغت (308) معلمة، وكشفت نتائج الدراسة أن تقييم معلمات رياض الاطفال بمدينة الطائف لفاعلية التعليم عن بعدفي مرحلة رياض الأطفال، حصلت على متوسط حسابي (2.90 من5)، أي بتقدير فاعلية (متوسطة). فيما حصلت صعوبات استخدامه على متوسط (3.67)، أي صعوبات (كبيرة)، كما بينت النتائج عدم وجود فروق ذات دلالة إحصائية بين آراء معلمات رياض الأطفال بخصوص فاعلية التعليم عن بعد وصعوبات استخدامه؛ تُعزى لمتغير (سنوات الخبرة)، واستنادا للنتائج قدمت الباحثة عددا من التوصيات والمقترحات لضمان فاعلية التعليم عن بعدفي مرحلة رياض الأطفال بمدينة الطائف، وعموم مدن المملكة.

A New Interpretation to Form and Meaning of Words in Kurdish Language - Preparation of Reading and Writing Methods for Kindergarden

Throughout the history of language philosophy, most philosophers have had different views on language and the way of creation, which has seen itself in different theories, according different eras, the philosopher’s views of the field of language has changed and their theories about form and meaning have changed. Primary by the Greeks particularly (Plato and Aristotle) and then in the medieval and later ages, until the twentieth century, especially the Austrian and British Philosopher (Ludwig Wittgenstein), who emphasis more on word form more than meaning, so he is considered the founder of image theory in language philosophy, as well in the contemporary century, different theories and views were presented, most of them stressing the importance of form for language learning, particularly children in the kindergarten stage. The research benefits from the visual theory of language philosophy with preparation and implementation on the education system in the Kurdistan Region. Under the light of these meaning theories in the research, the first side of the word, called (form), has been given a new explanation for this important side of the word and a new scientific understanding has been created, by practising the theoretical side of meaning within the practical linguistics. Which are related to child education. Using this new method at the age of four and enriching their in- mental lexicon with the embodiment of other forms of the word and using images of surrounding things until their level of expression and use in daily life, then familiarizing them at the age of five and introducing the (abstract) side of words in the form of writing language sounds that are made up of letters, which is considered the most important stage in the development of children’s mind, makes children better prepared to learn at school.