دور بيئة الروضة واستراتيجيات التعلم والتعليم في إكساب أطفال الروضة بعض مهارات الاستعداد للقراءة من وجهة نظر معلمات الروضة

Abstract EN

This study aimed to identify the role of the kindergarten environment, learning and education strategies, in providing kindergarten children with some reading readiness skills.

the study also aimed to investigate if there are statistically significant differences in the role of the kindergarten environment and educational learning strategies in providing kindergarten children with some reading readiness skills due to variables (teaching experience, academic qualification).

to achieve the objectives of the study, the researcher used the descriptive method by developing a questionnaire.

the study population and its sample consisted of all kindergarten teachers in public schools in the education of the Muwaqqar and the Sahab, the study sample consisted of (125) teachers.

the results showed that the role of the kindergarten environment in providing kindergarten children with some reading readiness skills from the viewpoint of kindergarten teachers came to a high level.

the results also showed that the role of educational learning strategies in providing kindergarten children with some reading readiness skills from the point of view of kindergarten teachers came to a high level.

it was also found that there were no statistically significant differences at the level of significance (α = 0.05) in the estimates of kindergarten teachers of the role of the kindergarten environment in providing kindergarten children with some reading readiness skills due to variables (teaching experience, academic Qualificatio), and the results showed no statistical significant differences at the level of significance (α = 0.05) in the estimates of kindergarten teachers of the role of learning and teaching strategies in providing kindergarten children with some reading readiness skills due to variables (teaching experience, academic qualification).

according to the results study, the study recommended the necessity of providing suitable places in the school's garden so that children can implement various activities outside the classroom, such as drawing and reading stories.