دور مدارس رياض الأطفال في تنمية القيم المستدامة للطفل من وجهة نظر معلماتها
The study aimed to identify the role of kindergartens in developing sustainable social and environmental values for children from the teachers' point of view; whether there are statistically significant differences in the role of kindergartens in developing sustainable social and environmental values according to the teacher experience; the type and location of the kindergarten; and identify the obstacles that prevent kindergartens from fulfilling their role in developing sustainable social and environmental values for children. The study used a questionnaire in which (203) kindergarten teachers participated. The results were that the teachers' approval degree was (high) on the role of kindergartens in developing sustainable social values, with an average of (2.46 out of 3). The teachers' approval degree was (medium) on the role of kindergartens in developing sustainable environmental values, with an average of (2.22 out of 3), with no statistically significant differences according to kindergarten type and location, but there were statistically significant differences (0.05) according to the years of experience for those experience were more than 10 years. The teachers' approval degree was medium on the obstacles that prevent kindergarten's performance in its role in developing sustainable social and environmental values, with an average of 1.85 out of 3.00. (Published abstract)