Degree of Kindergarten Teachers’ Assessment of their Practices in Creating Learning Environment Conducive to Developing Children's Literacy Skills at Kindergarten
Authors:
Article info
2008-03-27
2008-10-06
2008-10-06
1653 - 1689
Keywords
Abstract
This study aimed at investigating the degree of kindergarten teachers’ assessment of their practices in creating learning environment conducive to the development of early literacy in private kindergartens in Jordan. To achieve the research purpose, the researcher designed a questionnaire consisting of (50) items that addressed four domains namely; print-rich environment, learning corners, classroom library and outdoor environment. The study sample consisted of (250) kindergarten teachers from private kindergartens in Amman. Results revealed that the degree of teachers’ practices in creating print-rich environments was high, and learning corners and outdoor environment was fair, whereas it was weak on classroom library. Moreover, the results showed that there were significant differences regarding teachers’ practices due to qualifications in favor of high qualification, and teaching experience in favor of long experience, while the results showed that there were no significant differences due to specialization. In light of these findings, the researcher recommends qualifying kindergarten teachers in the field of childhood education to help them develop literacy learning environments.
Ihmeideh, F. (2008). Degree of Kindergarten Teachers’ Assessment of their Practices in Creating Learning Environment Conducive to Developing Children’s Literacy Skills at Kindergarten. An-Najah University Journal for Research - B (Humanities), 22(5), 1653–1689. https://doi.org/10.35552/0247-022-005-010
[1]F. Ihmeideh, “Degree of Kindergarten Teachers’ Assessment of their Practices in Creating Learning Environment Conducive to Developing Children’s Literacy Skills at Kindergarten,” An-Najah University Journal for Research - B (Humanities), vol. 22, no. 5, pp. 1653–1689, Oct. 2008, doi: 10.35552/0247-022-005-010.
Ihmeideh, Fathi. “Degree of Kindergarten Teachers’ Assessment of Their Practices in Creating Learning Environment Conducive to Developing Children’s Literacy Skills at Kindergarten.” An-Najah University Journal for Research - B (Humanities), vol. 22, no. 5, Oct. 2008, pp. 1653–89. Crossref, https://doi.org/10.35552/0247-022-005-010.
1.Ihmeideh F. Degree of Kindergarten Teachers’ Assessment of their Practices in Creating Learning Environment Conducive to Developing Children’s Literacy Skills at Kindergarten. An-Najah University Journal for Research - B (Humanities) [Internet]. 2008 Oct;22(5):1653–89. Available from: http://dx.doi.org/10.35552/0247-022-005-010
Ihmeideh, Fathi. “Degree of Kindergarten Teachers’ Assessment of Their Practices in Creating Learning Environment Conducive to Developing Children’s Literacy Skills at Kindergarten.” An-Najah University Journal for Research - B (Humanities) 22, no. 5 (October 2008): 1653–89. https://doi.org/10.35552/0247-022-005-010.
درجة تقدير معلمات رياض الأطفال لممارساتهن في إعداد بيئة تعليمية لتطوير مهارتي القراءة والكتابة لدى الأطفال في الروضة
المؤلفون:
معلومات المقال
2008-03-27
2008-10-06
2008-10-06
1653 - 1689
الكلمات الإفتتاحية
الملخص
هدفت الدراسة التعرف إلى درجة ممارسة معلمات رياض الأطفال لإعداد بيئة تعليمية لتطوير مهارتي القراءة والكتابة في رياض الأطفال الخاصة في الأردن. ولتحقيق هدف الدراسة تم بناء استبانة مكونة من (50) فقرة موزعة على أربعة مجالات هي: البيئة التعليمية الغنية بالمواد المطبوعة، والزوايا التعليمية، ومكتبة الصف، والبيئة الخارجية. وتضمنت عينة الدراسة (250) معلمة رياض أطفال من مديرية التعليم الخاص في عمان. أظهرت نتائج الدراسة أن درجة ممارسة المعلمات لإعداد بيئة تطوير مهارتي القراءة والكتابة كانت عالية على مجال البيئة التعليمية الغنية بالمواد المطبوعة، ومتوسطة على مجالي الزوايا التعليمية والبيئة الخارجية، ومتدنية على مجال إعداد مكتبة الصف. كما أظهرت النتائج وجود فروق دالة إحصائياً فيما يتعلق بدرجة الممارسة تعزى للمؤهل العلمي لصالح المؤهل العلمي الأعلى، وسنوات الخبرة لصالح الخبرة الكبيرة، فيما تبين عدم وجود فروق إحصائية تعزى للتخصص. وفي ضوء النتائج التي توصلت إليها الدراسة يوصي الباحث بضرورة تأهيل معلمات رياض الأطفال بمجال تربية الطفولة المبكرة لتطوير بيئة تعلم مهارتي القراءة والكتابة.
Ihmeideh, F. (2008). Degree of Kindergarten Teachers’ Assessment of their Practices in Creating Learning Environment Conducive to Developing Children’s Literacy Skills at Kindergarten. An-Najah University Journal for Research - B (Humanities), 22(5), 1653–1689. https://doi.org/10.35552/0247-022-005-010
[1]F. Ihmeideh, “Degree of Kindergarten Teachers’ Assessment of their Practices in Creating Learning Environment Conducive to Developing Children’s Literacy Skills at Kindergarten,” An-Najah University Journal for Research - B (Humanities), vol. 22, no. 5, pp. 1653–1689, Oct. 2008, doi: 10.35552/0247-022-005-010.
Ihmeideh, Fathi. “Degree of Kindergarten Teachers’ Assessment of Their Practices in Creating Learning Environment Conducive to Developing Children’s Literacy Skills at Kindergarten.” An-Najah University Journal for Research - B (Humanities), vol. 22, no. 5, Oct. 2008, pp. 1653–89. Crossref, https://doi.org/10.35552/0247-022-005-010.
1.Ihmeideh F. Degree of Kindergarten Teachers’ Assessment of their Practices in Creating Learning Environment Conducive to Developing Children’s Literacy Skills at Kindergarten. An-Najah University Journal for Research - B (Humanities) [Internet]. 2008 Oct;22(5):1653–89. Available from: http://dx.doi.org/10.35552/0247-022-005-010
Ihmeideh, Fathi. “Degree of Kindergarten Teachers’ Assessment of Their Practices in Creating Learning Environment Conducive to Developing Children’s Literacy Skills at Kindergarten.” An-Najah University Journal for Research - B (Humanities) 22, no. 5 (October 2008): 1653–89. https://doi.org/10.35552/0247-022-005-010.
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