واقع ممارسة معلمات الطفولة المبكرة لمعايير النمو الاجتماعي والعاطفي وفقاً لمعايير التعلم النمائي

نوع المستند : المقالة الأصلية

المؤلفون

1 جامعة الطائف

2 جامعة الإمام محمد بن سعود الإسلامية

3 جامعة الاسكندرية -كلية التربية -قسم العلوم الاساسية

المستخلص

Abstract:
288) early childhood teachers in Taif Governorate, who were randomly selected.The current study aimed to reveal the reality of early childhood teachers' practice of social and emotional development standards according to developmental learning standards. The study followed the descriptive approach, and the study tool was the questionnaire to collect data. The study was applied to a study sample of (
The results showed that there is a very high level of early childhood teachers' practice of social and emotional development standards according to developmental learning standards. The results also showed that there are statistically significant differences in the level of early childhood teachers' practice of social and emotional development standards according to developmental learning standards attributed to the academic qualification variable in favor of teachers who hold a master's degree. The results also showed that there are statistically significant differences in the level of early childhood teachers' practice of social and emotional development standards according to developmental learning standards attributed to the variable of years of experience in favor of teachers who have five years of experience or more.
KeyWords: Childhood Parameters, Developmental Learning, Growth Standards

الكلمات الرئيسية

الموضوعات الرئيسية

مجلة کلية التربية . جامعة طنطا
المجلد 91، العدد .2
ج(2)
إبريل 2025
الصفحة 49-92

ملفات

شارك

إرسال الاستشهاد إلى

الإحصائيات