إستخدام أساليب خفض العبء المعرفي في التدريس بمرحلة الطفولة من وجهة نظر معلمات رياض الأطفال
The study aimed to identify the effectiveness of using methods to reduce cognitive load in early childhood teaching and to identify the presence of statistically significant differences between the teachers that are used to reduce the cognitive load of kindergarten teaching, to achieve the objectives of the study, the researcher used the descriptive analytical approach. The study was applied to a sample of (100) kindergarten teachers in kindergarten schools in the city of Abha and Khamis Mushayt, and they were selected randomly. Distributed according to variables (scientific qualification, practical experience), the study concluded that it is necessary to adopt the steps of cognitive load theory for teachers by training them to facilitate learning with the aim of increasing the ability to store through the practice of drawing cognitive diagrams and linking knowledge to relationships to transfer experiences to children. Adopting the principles and steps of cognitive load theory and its strategies in teaching the kindergarten curriculum, the study demonstrated the importance of using methods to reduce cognitive load to achieve positive learning outcomes for learners. (Published abstract)