درجةُ توظيفُ معلِّمات رياض الأطفالِ للممارَسات التعليميَّة في تنميةِ المفاهيمِ الرِّياضية والعِلميَّة لدى الأطفالِ من وجهةِ نظَرهن

Abstract

The current research aimed to identify the extent to which kindergarten female teachers employ educational practices in developing mathematical and scientific concepts among children from their perspectives, and to detect differences in the responses of the sample according to the variables (years of experience, and the number of training courses). The study relied on the descriptive survey method, where the researcher prepared a questionnaire applied to a sample of government kindergarten teachers in Riyadh, numbering (225) teachers. The study found that: The degree to which the study sample employed educational practices in developing mathematical concepts reached a high level, with an arithmetic average of (3.91). The most prominent practices were employing situations where counting can be used during the daily program, and using tangible/manipulative tools to learn mathematical concepts and. In developing scientific concepts, the practices of the teachers yielded an arithmetic average of (4.00), represented in responding to children's questions that revolve around concepts, appreciating their ideas, and allowing them to experiment and solve problems. The findings also revealed no differences in the sample members responses due to years of experience, while differences appeared in the responses attributable to the number of training courses, in favor of those who attended one or more courses. Accordingly, the study recommended the importance of continuing to qualify and train kindergarten female teachers to plan, implement and evaluate activities in light of early developmental learning standards, in order to help develop children’s concepts and skills.