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A1 الشنواني، هانيا منير AB The current study aimed to identify the dimensions and indicators of the environment that enhances critical thinking of the kindergarten child from the point of view of teachers and parents in the city of Riyadh, and the study used the descriptive approach, and the study population was determined by kindergarten teachers in government kindergartens and parents in Riyadh city, and a random sample was chosen according to the sample method Simple randomization, and the study sample reached (473) kindergarten teachers in government kindergartens and parents in Riyadh, where (228) kindergarten teachers in government kindergartens, and (245) parents in Riyadh. The study found a set of results, the most important of which are: The assessments of teachers and parents in the city of Riyadh of the importance of the dimensions and indicators of the environment promoting critical thinking in the kindergarten child came in a high degree in general, and there is almost agreement on the importance of the dimensions and indicators of the environment enhancing critical thinking of the kindergarten child from the teachers' point of view And parents of the city of Riyadh in the various axes where: The first axis (Dimensions and indicators of an environment enhancing critical thinking of the kindergarten child at the kindergarten level) came in first place, with an average of (4.57) and a very high degree of importance, and the second axis (dimensions and indicators of the environment enhancing critical thinking of the kindergarten child at the family level) came in the rank the second with a general arithmetic mean (4.11) and with a very high grade. The third axis (Dimensions and indicators of the environment enhancing critical thinking of the kindergarten child at the community level) came in the third and last place, with a general arithmetic average (3.97) and with a high degree of appreciation, and the presence of statistically significant differences in the responses of kindergarten teachers and parents about the dimensions and indicators of the environment that enhance critical thinking the kindergarten child at the kindergarten level has a significance level (0.01) in favor of kindergarten teachers, and there are statistically significant differences in the responses of kindergarten teachers and parents about the dimensions and indicators of the environment promoting critical thinking of the kindergarten child at the family level at a significance level (0.01) for the benefit of parents. There are no statistically significant differences in the responses of kindergarten teachers and parents about the dimensions and indicators of the environment that promotes critical thinking in the kindergarten child at the community level. There were no statistically significant differences in the responses of kindergarten teachers and parents about the dimensions and indicators of the environment promoting critical thinking in the kindergarten child to the whole questionnaire in favor of kindergarten teachers at a significance level (0.01). (Published abstract) http://search.shamaa.org/abstract_en.gif OP ص ص. 1-89 T1 مؤشرات البيئة المعززة للتفكير الناقد لدى طفل الروضة من وجهة نظر المعلمات وأولياء الأمور بمدنية الرياض [مقال] UL https://ojom.journals.ekb.eg/article_186090_c0c1da0b2f8532f2453ec1a545abaa2f.pdf النص الكامل (PDF) 1 http://search.shamaa.org/fulltext.gif