فروقات التعلم النمائية و الأكاديمية لأطفال مرحلة ما قبل المدرسة بمنطقة شمال جدة في السعودية

الملخص EN

The aim of the research was to determine the size of the problem of learning differences for pre-school children for the target group during the period from 20/4/1436 to 3/5/1436 AH, while applied to the sample studied during the period from 5/5/1436 to 13/5/1436 AH.

The researcher used the descriptive method of "survey study" applying some scientific tests and measurements to measure some of the learning differences on a sample of (100) male and female children (53 males and 47 females) in pre-school stage in Jeddah.

The results of the study showed that the differences related to the visual memory were the most common learning differences (51%) and audio perception differences (25%), followed by writing learning differences (24%) and mathematical inference (24%) respectively.

The results also showed significant differences between males and females in the tests of hyperactivity, impulsiveness, attention, social interaction, writing and auditory perception in favor of females.

However, males and females were equal in tests of social maturity, pre-reading, mathematical inference and visual memory.

Differences occurred also between 5 and 4 year-old children in social maturity, social interactions, writing, auditory, visual memory, and pre-reading tests in favor of the 5 yearold children.

Meanwhile in attention, impulsiveness and hyperactivity tests, it was in favor of the 4 year-old children.

There were no differences according to the variables (gender - age) in other measurements.

The researcher recommends taking into account the child's access to the appropriate level of maturity for learning reading, writing and arithmetic, and not to be forced to do so in the pre-school stage.

Moreover, building children's motor education programs and the need to apply them to the students outside the classroom is highly recommended.

As well as the importance for teachers of focusing on activities that are concerned with the development of the child's senses in general and on audiovisual activities in particular.

Finally, the task of preschool teaching should be assigned to qualified female teachers in the field of child education.