دور معلمات رياض الأطفال في ضبط السلوك الفوضوي لدى الأطفال و سبل تعميقه من وجهة نظر المديرات

Abstract EN

The current study aimed to identify the role of kindergarten teachers in controlling disorderly behaviors among children and methods of deepen such controlled behavior from the viewpoints of female principles.

The descriptive method was adopted and a questionnaire was utilized for collecting data.

The study was administered to a sample of kindergarten female principals (153) and they were categorized in the light of two factors, namely, (governorate - experience).

The results of the study showed that the study participants pinpointed that the kindergarten teachers are performing their roles in reducing the disorderly behavior to an average degree.

The study participants strongly agreed about the proposed methods to deepen such roles.

In addition, there were no statistically significant differences in the responses of the study participants that might be attributed to the variable of governorate.

However, there were differences that might be attributed to the variable of experience in favor of those with higher levels of experience.

In the light of the results attained, the study recommended taking advantage of the methods proposed in the study to deepen the role of the teacher in reducing the disorderly behaviors among children through the adoption of such methods and training teachers concerning the use of modern teaching approaches and strategies which increase the children interaction in the classroom and reduce their disorderly behavior.

The study also recommended the interaction of kindergarten teachers with the family on an ongoing basis to identify the causes of disorderly behaviors among children and to share their knowledge together to limit such behaviors.

The study also recommended the activation of the regulations of school discipline within the kindergartens institutions taking into account the nature of the stage and its requirements making use of the methods and modern strategies that fit with the characteristics of kindergarten children, which contribute to reducing their disorderly behavior.