تقدير الذات للأطفال المعاقين عقليا المدمجين في مرحلة رياض الأطفال

Abstract EN

The problem of the study was the presence of a group of mentally handicapped integrated children who have problems that are due to low estimation emotions, and to establish effective social relationships with others, and the tendency towards the participation of younger children in their activities and lack of self-aggression, withdrawal, repetitive behavior, hesitation, hyperactivity, and inability to control self-esteem, lack of security and sufficiency, which leads to feelings of rejection from others, lack of acceptance and lack of acceptance by others then the researcher took a selective counseling program to improve the self-esteem of the integrated mentally handicapped children.

tools: a self-esteem note card for children with mental disabilities who are integrated in the kindergarten stage (prepared by the researcher in kindergarten).

selective counseling program to improve self-esteem of intellectually disabled children mainstreamed in kindergarten (prepared by the researcher in kindergarten).

results: there are statistically significant differences between the mean scores of the children of the control and experimental groups in the measurement the dimensionality of the dimensions and the total of the self-esteem note card, at the level of significance (0.01), in favor of rank averages the scores of the children of the experimental group.

there are statistically significant differences between the mean scores of the children of the experimental group in the two tribal applications and the dimensionality of the dimensions and the total of the self-esteem note card, at the level of significance (0.01), in favor of rank averages children's scores in the post application.

there were no statistically significant differences between the mean scores of the children of the experimental group in the two post applications and the traceability of the dimensions of the note card of the almighty self, and the total of the total score at the level of significance (0.01).