کفايات معلمات رياض الأطفال في تعليم المفاهيم العلمية

Title: Qualifications of kindergarten teachers in teaching scientific concepts.
The study aimed to identify the competencies of kindergarten teachers in teaching scientific concepts. The study was limited to three competencies in teaching the scientific concepts (planning, implementation, evaluation), in addition to identifying the differences in the responses of the study members in these competencies which are attributed to the study variables Degree - Specialization - Number of years of experience - Number of training courses obtained by the teacher).
In order to answer the study questions, the researcher followed the descriptive approach using a research tool called "questionnaire" and applied it to a final sample of (71) kindergarten teachers. A random sample of the original community represented in Abha city schools was withdrawn in the academic year 1436-1437 E.
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The results of the present study indicate the availability of planning, implementation and evaluation competencies for the teaching of scientific concepts to a large extent. However, they differed among the members of the study according to the variables of scientific qualification, specialization, number of years of experience and number of training courses.
The study found that the competencies of teachers were better at the level of implementation of scientific concepts about those results revealed by the study at the level of planning and evaluation of scientific concepts.
The present study recommended a number of recommendations and suggestions that could contribute to the development of the teaching and learning process in the kindergarten stage in general, and the development of teacher competencies to teach the scientific concepts of the child in particular. These recommendations support the participation of children in educational activities taking into account the individual differences and various tendencies For children, and attention to planning strategies and evaluation, which reflects positively on improved interaction between teacher and children.
The current study has shown the importance of attention to the environment of the classroom environment in accordance with the nature of the educational activities and the tendencies of the children, and taking into consideration the individual differences among the children in an active cooperative interactive classroom environment.