وعي معلمات رياض الأطفال للبعد التربوي عند استخدام الخرائط الذهنية
While some scientists of child phycology say that the use of mental maps is still difficult to implement, citing some of the developmental characteristics of the child, others believe that mental maps are the most appropriate tool for the developmental characteristics of the child and that it is time to integrate them into the process of early education. Hence, we are facing argumental issue that requires a study to find a final opinion. The study answered the following questions: What is the level of awareness of kindergarten teachers of the educational dimension in aspects: cognitive, emotional and social when using mental maps? Are there any statistically significant differences in the level of awareness of kindergarten teachers when using mental maps in cognitive, emotional and social aspects based on variables (scientific qualification, specialization, years of experience, training courses)? The study took the descriptive method and used the questionnaire tool, the questionnaire consisted of two parts, the first containing the general data on the sample members of the study sample, the second part of the questionnaire consisted of (642) kindergarten teachers in Kuwait representing (9.6%) of the study population representing different levels in terms of scientific qualification, specialization, years of experience, training courses for mental maps. The results showed that there were statistically significant differences in the level of awareness of the kindergarten teachers of the educational dimension in the cognitive / emotional / social aspect of the use of mental maps due to the variable of the training courses. There was no statistically significant effect due to the variables of scientific qualification, specialization and years of experience. As for trends, the results showed positive trends among kindergarten teachers towards the use of mental maps. One of the recommendations of the study is to emphasize implementation of mental maps in early education. (Author’s abstract)