واقع ممارسة معلمات الطفولة المبكرة لمعايير النمو الاجتماعي والعاطفي وفقاً لمعايير التعلم النمائي | ||||
| مجلة کلية التربية . جامعة طنطا | ||||
| Article 4, Volume 91, Issue .2, April 2025, Page 49-92 PDF (1.34 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/mkmgt.2025.370157.1920 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
سلمى الخديدي1; الجوهرة المطيري2; MUNA ALANAzI  3
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| 1جامعة الطائف | ||||
| 2جامعة الإمام محمد بن سعود الإسلامية | ||||
| 3جامعة الاسكندرية -كلية التربية -قسم العلوم الاساسية | ||||
| Abstract | ||||
| Abstract: 288) early childhood teachers in Taif Governorate, who were randomly selected.The current study aimed to reveal the reality of early childhood teachers' practice of social and emotional development standards according to developmental learning standards. The study followed the descriptive approach, and the study tool was the questionnaire to collect data. The study was applied to a study sample of ( The results showed that there is a very high level of early childhood teachers' practice of social and emotional development standards according to developmental learning standards. The results also showed that there are statistically significant differences in the level of early childhood teachers' practice of social and emotional development standards according to developmental learning standards attributed to the academic qualification variable in favor of teachers who hold a master's degree. The results also showed that there are statistically significant differences in the level of early childhood teachers' practice of social and emotional development standards according to developmental learning standards attributed to the variable of years of experience in favor of teachers who have five years of experience or more. KeyWords: Childhood Parameters, Developmental Learning, Growth Standards | ||||
| Keywords | ||||
| الطفولة المبكرة; معايير النمو الاجتماعي والعاطفي; معايير التعلم النمائي; المنهج الوطني الحديث | ||||
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