Kindergarten Curriculum Discrepancies in Jordan and their Relation on the Social, Cognitive, and Physical Development of Children
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Article info
2010-02-22
2010-12-15
2010-12-15
25 - 48
Keywords
Abstract
The study aimed at identifying kindergarten curriculum discrepancies in Jordan and their impact on social, cognitive, and physical development of children. The population of the study consisted of KG2 children in private and public schools in Amman, Jordan. The sample of the study comprised 353 children, 119 children studying from the academic curriculum in private schools; 95 the developmental curriculum in private schools, and 118 children studying the National Integrated Curriculum in public schools, in addition to (21) child who did not at end kindergarten. To collect the data of the study the Preschool and Kindergarten Children’s Performance measure, and a questionnaire of the duties and actual practices of kindergarten educators. The results showed both the academic and developmental curriculum scored higher than those who studied the National Integrated Curriculum regarding the three areas of social, cognitive, and physical development. In other words, the developmental curriculum did not have more effect on the children’s growth in those areas than the academic curriculum. The National Integrated Curriculum also did not have a better effect than the academic curriculum.
Mattar, J., Shreim, R., & Zoubi, R. (2010). Kindergarten Curriculum Discrepancies in Jordan and their Relation on the Social, Cognitive, and Physical Development of Children. An-Najah University Journal for Research - B (Humanities), 25(1), 25–48. https://doi.org/10.35552/0247-025-001-002
[1]J. Mattar, R. Shreim, and R. Zoubi, “Kindergarten Curriculum Discrepancies in Jordan and their Relation on the Social, Cognitive, and Physical Development of Children,” An-Najah University Journal for Research - B (Humanities), vol. 25, no. 1, pp. 25–48, Dec. 2010, doi: 10.35552/0247-025-001-002.
Mattar, Jihan, et al. “Kindergarten Curriculum Discrepancies in Jordan and Their Relation on the Social, Cognitive, and Physical Development of Children.” An-Najah University Journal for Research - B (Humanities), vol. 25, no. 1, Dec. 2010, pp. 25–48. Crossref, https://doi.org/10.35552/0247-025-001-002.
1.Mattar J, Shreim R, Zoubi R. Kindergarten Curriculum Discrepancies in Jordan and their Relation on the Social, Cognitive, and Physical Development of Children. An-Najah University Journal for Research - B (Humanities) [Internet]. 2010 Dec;25(1):25–48. Available from: http://dx.doi.org/10.35552/0247-025-001-002
Mattar, Jihan, Ragda Shreim, and Rifa Zoubi. “Kindergarten Curriculum Discrepancies in Jordan and Their Relation on the Social, Cognitive, and Physical Development of Children.” An-Najah University Journal for Research - B (Humanities) 25, no. 1 (December 2010): 25–48. https://doi.org/10.35552/0247-025-001-002.
التباين في مناهج رياض الأطفال في الأردن وعلاقته بالفروق النمائية في الجوانب الاجتماعية المعرفية والجسدية لهؤلاء الأطفال
المؤلفون:
معلومات المقال
2010-02-22
2010-12-15
2010-12-15
25 - 48
الكلمات الإفتتاحية
الملخص
هدفت هذه الدراسة إلى معرفة مدى التباين في منهاج رياض الأطفال في الأردن وأثره في الفروق النمائية في الجوانب الاجتماعية والمعرفية والجسدية لهؤلاء الأطفال. تكون مجتمع الدراسة من أطفال الصف التمهيدي في رياض الأطفال العامة والخاصة في مدينة عمان، أما عينة الدراسة فقد تكونت من (353) طفلا منهم (119) طفلاً ضمن المنهج الأكاديمي من القطاع الخاص و(95) طفلا ضمن المنهج النمائي من القطاع الخاص أيضا، و(118) طفلاً ضمن المنهج الوطني التفاعلي من القطاع العام، بالإضافة إلى وجود (21) طفلاً لم يلتحقوا بالروضة، ولتحقيق أغراض الدراسة تم استخدام مقياس أداء أطفال ما قبل المدرسة الأساسية والروضة. تم استخدام استبانة المهمات والممارسات التربوية الفعلية التي تمارسها المعلمة في الروضة. وقد أظهرت النتائج أن المنهاجين الأكاديمي والنمائي قد احتلا منزلة متقدمة على المنهاج الوطني التفاعلي لدى قياس الجوانب النمائية الثلاثة الاجتماعية والمعرفية والجسدية. أي أن المنهاج النمائي لم يسهم في نمو الأطفال على هذه الجوانب على نحو أفضل من المنهاج الأكاديمي، كما أن المنهاج الوطني التفاعلي لم يحقق إنجازاً أفضل من المنهاج الأكاديمي.
Mattar, J., Shreim, R., & Zoubi, R. (2010). Kindergarten Curriculum Discrepancies in Jordan and their Relation on the Social, Cognitive, and Physical Development of Children. An-Najah University Journal for Research - B (Humanities), 25(1), 25–48. https://doi.org/10.35552/0247-025-001-002
[1]J. Mattar, R. Shreim, and R. Zoubi, “Kindergarten Curriculum Discrepancies in Jordan and their Relation on the Social, Cognitive, and Physical Development of Children,” An-Najah University Journal for Research - B (Humanities), vol. 25, no. 1, pp. 25–48, Dec. 2010, doi: 10.35552/0247-025-001-002.
Mattar, Jihan, et al. “Kindergarten Curriculum Discrepancies in Jordan and Their Relation on the Social, Cognitive, and Physical Development of Children.” An-Najah University Journal for Research - B (Humanities), vol. 25, no. 1, Dec. 2010, pp. 25–48. Crossref, https://doi.org/10.35552/0247-025-001-002.
1.Mattar J, Shreim R, Zoubi R. Kindergarten Curriculum Discrepancies in Jordan and their Relation on the Social, Cognitive, and Physical Development of Children. An-Najah University Journal for Research - B (Humanities) [Internet]. 2010 Dec;25(1):25–48. Available from: http://dx.doi.org/10.35552/0247-025-001-002
Mattar, Jihan, Ragda Shreim, and Rifa Zoubi. “Kindergarten Curriculum Discrepancies in Jordan and Their Relation on the Social, Cognitive, and Physical Development of Children.” An-Najah University Journal for Research - B (Humanities) 25, no. 1 (December 2010): 25–48. https://doi.org/10.35552/0247-025-001-002.
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