دور معلمة الطفولة المبكرة في الحفاظ على الهوية الثقافية للطفل السعودي
The study aimed to reveal the role of the early childhood teacher in maintaining the cultural identity of the Saudi child, and also it also aimed to identify whether there are statistically significant differences in the role of early childhood teachers in maintaining cultural identity due to the variables (educational qualification, work sector, and years of experience), and the researcher used the descriptive approach for its suitability to the nature of the study. The study population consisted of all kindergarten teachers in Hafr Al Batin city, who numbered (280) teachers, the study also included sample consisted of (162) female teachers. To achieve the objective of the study, the researcher distributed a questionnaire to the sample members. The results showed the following results: 1) The role of the early childhood teacher in maintaining the cultural identity of the Saudi child was high and positive. 2) There are no statistically significant differences between the responses of early childhood teachers in maintaining the cultural identity of the Saudi child due to the variables (educational qualification, work sector, and years of experience). The study also reached a set of recommendations, the most important of which are: encouraging the teacher to draw inspiration from the features and characteristics of the Saudi cultural identity in the activities and topics presented to children, and intensifying training courses for early childhood teachers in the field of cultural identity, and how to inculcate and preserve it in light of global openness, the necessity of linking the child to his religion, history and cultural heritage, and deepening its role in building the future of its homeland. (Published abstract)