فاعلية بعض أنشطة مراكز التعلم القائمة على التكوين الفعال للبيئة التعليمية في تحقيق أهداف التربية الوجدانية لطفل الروضة
The aim of the research is to show the standards of emotional education for a kindergarten child, and to identify its most important goals, design activities of learning centers based on the effective formation of the educational environment to develop emotional education for a kindergarten child, and prepare a measure of emotional education, in order to develop some standards of emotional education, namely: (naming feelings, verbal expression on feelings, dealing with feelings in different ways, understanding the feelings of others, controlling emotions towards others, realizing that feelings are changing, sympathy for others, independence in the class, defending rights). The current research used the semiexperimental approach based in its design on the experimental and control groups system, based on a sample number (80) children from the official kindergarten Mustafa Al-Najjar languages in the eastern department of education in Alexandria governorate, and they were divided into two equal groups, one of them is a control, its strength (40) a boy and a girl, and the other is experimental, and it consists of (40) boys and girls. The researcher used in the current research two tools to achieve the goals of the research, namely: a measure of emotional concepts for the kindergarten child (preparing the researcher), and activities based on the effective formation of the educational environment to achieve the goals of emotional education for the kindergarten child (preparing the researcher). The research found in its results: there are statistically significant differences between the mean scores of the experimental and control groups of the kindergarten children on the emotional concepts scale of the kindergarten child in the post application (after applying the activities program to the experimental group members only), in favor of the experimental group. There are statistically significant differences between the mean scores of the experimental group of kindergarten children in the pre and post measurements, and in the dimensional and consecutive measurements on the emotional concepts scale of the kindergarten child, in favor of the dimensional measurement, and the traceable measurement. There are no statistically significant differences between the mean scores of the control group of the children of the kindergarten stage in the pre and post measurements on the emotional concepts scale of the kindergarten child. (Published abstract)