استراتيجية الأركان التعليمي و أثرها في تنمية المفاهيم الحياتية لرياض الأطفال

Abstract EN

The current research aims to know {the effect of the educational pillars on the development of life concepts among the children of Riyadh}.

In order to verify the goal of the research, the following null hypothesis was formulated: * There is no statistically significant difference at the level of (0.05) between the average grades of Riyadh children (the experimental group) who learn according to the educational pillars and the average scores of the children of Riyadh (the control group) according to the usual method of developing life concepts.

The researcher followed the semi-experimental approach in order to suit its research goal and hypothesis.

The current research community has reached (32) kindergartens distributed over the Directorate of Education in Baghdad Governorate / Al-Karkh First, and by the random withdrawal method, the (Taiba) kindergarten located within this directorate was chosen as a place for the research experiment.

By rewarding the research variables and the researcher found them equivalent in order to conduct her research experiment, and the extraneous variables that may affect the safety of the experiment were controlled and it became clear that the students of the two research groups (experimental and control) were equivalent in these variables, and the scientific material was determined according to the vocabulary of the curriculum guide book subject to be taught By the Ministry of Kindergarten Education, and the researcher defined the life concepts that will be taught during the trial period for the experimental and control research sample and reached {6 main concepts and 45 sub-concepts} and the behavioral goals were formulated based on the first three levels of Brunner's classification of the cognitive domain (knowledge, discrimination, application }, As it reached (100) behavioral goals, after which the teaching plans were prepared for the experimental and control groups, according to the educational staff strategy.

A sample of it is provided by a group of experts and specialists in the field of curricula, teaching methods, measurement and evaluation.

As for the research tool, it was represented by the formal pre and post test for the development of life concepts, which included (20) paragraphs of the multiple choice type.

The validity of the tool was verified by presenting it to a group of experts and specialists in the field of curricula, teaching methods, measurement and evaluation.

Either consistency was extracted from During the re-test, it reached (0.91), and the results of the research were statistically treated by equation (t-test for two independent samples) through the Statistical Package for Social Sciences (SPAS).

After analyzing the results statistically, the results demonstrated a statistically significant difference in the responses of the students of the two groups, in favor of the experimental group that was studied according to the educational pillars strategy in developing life concepts over the control group that was studied according to the traditional method.

In light of the results, the researcher concluded that the educational staff strategy works on organizing the educational activities that were presented to the children of the experimental group in a gradual and sequential manner, while presenting educational positions to develop life concepts in cognitive and skillful ways.