ممارسات معلمات رياض أطفال في تعليم القراءة والكتابة
This study aimed to identify the practices of kindergarten teachers in teaching reading and writing to kindergarten children in schools the city of Riyadh, and then to identify the level of teachers’ awareness of the importance of teaching reading and writing to children. The mixed approach was used in a sequential explanatory design, relying on the questionnaire and interview tools. The study sample consisted of a simple random sample of kindergarten teachers in the city of Riyadh, which amounted to (238) teachers. The interview was applied intentionally to a sample of (10) teachers from the core sample. The quantitative results, as in the questionnaire, concluded that the study sample believes that teaching reading and writing facilitates children’s learning in the later stages in the first place. As for the statements of the second axis: Write the letter clearly in front of the children. In the first place, and in the last place, I implement games that help develop children’s understanding of phonological/phonemic awareness, such as (rhyme games). Due to the reported decline in some quantitative data results, it was followed by qualitative data, which revealed the lack of awareness of some teachers about methods for developing reading and writing skills and how to apply them, and their need to receive training courses in the field of developing children’s reading and writing skills. The study recommended the need to develop a self-learning curriculum approved by the Ministry for teaching kindergarten, and the need to hold specialized training courses to provide teachers with strategies for teaching children reading and writing skills. (Published abstract)