مهارات معلمات مرحلة الطفولة المبكرة في القرن الحادي و العشرين : دراسة تنبؤية

Abstract EN

The aim of this study is to identify the skills that are required by early childhood teachers in the twenty-first century and to prioritize these skills according to their order of importance.

The researchers used the Delphi method, which promotes predictive educational changes corresponding to the data expected in the twenty-first century.

The study sample consisted of experts (17) in the field of early childhood education.

The experts’ rank ordering of the results of three rounds of the study were as follows: the skill of supporting the knowledge economy (4.91), the management of the art of teaching (4.79), the development of life skills (4.70) (4.35), the development of higher order thinking skills (4.34), the early childhood learning capacities (4.32), and the education technology system (4.31).

The study recommends the positioning of early childhood education as the cornerstone of children’s educational future and the pursuit of increased research in this field.

The expansion of research pertaining to the skills required by early childhood teachers is needed in order to prepare these teachers to meet the requirements of the twenty-first century.

The training of future teachers in the competencies and skills necessary to nurture and manage the abilities of learners is essential for maximizing the students’ cognitive performance and long-term career and life success