شبكة المعلومات العربية التربوية

استهدف البحث تنمية بعض المهارات الحياتية لدى أطفال الروضة والمتمثلة في (مهارة الاستقلالية، مهارة التواصل الإجتماعي، مهارة اتخاذ القرار، مهارة التعاون)، وإعداد برنامج قائم على التعلم النشط والمشاركة الوالدية لتنمية بعض المهارات الحياتية لدى أطفال الروضة، واستخدم المنهج شبه التجريبي لمناسبته لطبيعة البحث والذي يعتمد على التصميم التجريبي القائم علي مجموعتين إحداهما تجريبية والأخرى ضابطة بهدف قياس فاعلية البرنامج، وقد تم استخدام الأدوات الآتية: قائمة المهارات الحياتية المناسبة لأطفال الروضة، اختبار المهارات الحياتية المصور لأطفال الروضة، بطاقة ملاحظة المعلمة/ ولي الأمر للمهارات الحياتية لأطفال الروضة، برنامج قائم على التعلم النشط والمشاركة الوالدية في تنمية بعض المهارات الحياتية لدى أطفال الروضة، وطبقت الأدوات على الأطفال الملتحقين بالمستوى الثاني برياض الأطفال وتراوحت أعمارهم بين (5-6) سنوات، وبلغ عددهم (60) طفلًا وطفلة. وتوصل البحث إلى عدة نتائج منها: أن استخدام التعلم النشط والمشاركة الوالدية كان لها تأثير واضح في تنمية معارف وأداءات الأطفال وممارساتهم المرتبطة بالمهارات الحياتية. وأوصى البحث بضرورة الاهتمام بتنمية المهارات الحياتية لأطفال الروضة، وتوعية المعلمات وأولياء الأمور بأهمية تنميتها، وضرورة التعاون والمشاركة بينهم، وإدراج أنشطة مختلفة في مناهج رياض الأطفال لتنمية المهارات الحياتية لأطفال الروضة من خلال استخدام استراتيجيات التعلم النشط، وعقد دورات تدريبية لمعلمات رياض الأطفال على استراتيجيات التعلم النشط. (الملخص المنشور)

The research aimed to develop some life skills for kindergarten children, which are represented in (independence skill, social communication skill, decision-making skill, cooperation skill), and preparing a program based on active learning and parental participation to develop some life skills among kindergarten children, and the semi-experimental approach was used for its suitability to the nature of the research which depends on the experimental design based on two groups, one experimental and the other control group, with the aim of measuring the effectiveness of the program, and the following tools were used: a list of life skills suitable for kindergarten children, an life skills test for kindergarten children, a note card for the teacher / parents of life skills for kindergarten children, an program on active learning and parental participation in the development of some life skills for kindergarten children, the tools were applied to children enrolled in the second level of kindergarten and their ages ranged between (5-6) years, and their number was (60) boys and girls. The research reached several results, including: the use of active learning and parental participation had a clear impact on the development of children's knowledge, performance and practices related to life skills. The research recommended the need to pay attention to the development of life skills for kindergarten children, and to educate teachers and parents about the importance of their development, the need for cooperation and participation among them, and the inclusion of various activities in kindergarten curricula to develop life skills for kindergarten children through the use of active learning strategies and holding training courses for kindergarten teachers on learning strategies active. The research aimed to develop some life skills for kindergarten children (independence, social communication, decision-making, cooperation), preparing a program based on active learning and parental participation in developing some life skills among kindergarten children, and this research relied on the quasi-experimental approach., which depends on the experimental design based on two groups, experimental and the controlling, in order to identify the effectiveness of a program based on active learning and parental participation in developing some life skills for kindergarten children, the current research was applied to children enrolled in the second level of kindergarten and their ages ranged between (5 -6) years, and their number was (60) boys and girls. The research found several results, including: there are statistically significant differences between the mean scores of the experimental and control group children in the life skills test in the post-measurement in favor of the experimental group. These differences are due to the fact that the use of active learning and parental participation had a clear impact on the development of children’s knowledge related to life skills. And there were statistically significant differences between the mean scores of the children of the control and experimental groups in the post-measurement of the teacher and guardian observation card of the life skills of the kindergarten child in favor of the experimental group. And there was a clear impact of the program based on active learning strategies and parental partnership on the development of life skills for kindergarten children. The research recommended the need to pay attention to the development of life skills for kindergarten children, especially in relation to the skills of independence, effective communication, decision-making and cooperation because of their great importance in building the child’s personality in the future, and raising the awareness of both teachers and parents of the importance of developing life skills for kindergarten children, and the need for cooperation and participation among them in developing life skills for kindergarten children, the inclusion of various programs and activities in kindergarten curricula to develop the life skills of kindergarten children through the use of active learning strategies, and holding training courses, whether face-to-face or through electronic platforms, to train kindergarten teachers on active learning strategies. (Published abstract)