The level of kindergarten teachers' supporting practices of the skills of logic, Inference and problem solving on the light of Early developmental learning standards

Abstract

This study aimed to determine the reality of appropriate practices for kindergarten teachers that support logic, reasoning, and problem-solving skills in light of early developmental learning standards, and to identify the differences in these practices according to the variable of academic qualification, the number of years of experience, and the number of training courses obtained in the field of kindergarten. The study relied on the use of the descriptive survey method. The study population included kindergarten teachers in government kindergartens affiliated with the Education Department in Unayzah Governorate, and their number was (210) teachers. The study sample consisted of (136) teachers who were selected by random sampling method. In order to collect data in the study; A note card was prepared, which in its final form consisted of (45) phrases distributed over (3) dimensions. The results of the study showed that the arithmetic mean value of the total score of the study sample members on the observation card was (3.38) with a standard deviation of (0.40). This means that the level of kindergarten teachers’ practices that support logic, reasoning, and problem-solving skills in light of early learning developmental standards in general is average. The arithmetic mean values of the study sample’s parameter scores on the note card dimensions ranged between (3.50) to (3.19), with practice scores ranging from high to moderate. The results also showed that there were no statistically significant differences in the level of kindergarten teachers’ practices that support logic, reasoning, and problem-solving skills in light of early learning developmental standards due to the variable of academic qualification. While statistically significant differences appeared due to the variable number of years of experience (and these differences are in favor of teachers with a greater number of years of experience). There were also statistically significant differences attributed to the variable number of training courses obtained in the field of kindergarten, and these differences are in favor of teachers who have obtained a greater number of training courses). In light of the results of the study, some recommendations and proposals were formulated.