Department of Education Pre-School

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    وحدة تدريسية مقترحة قائمة على مبادي التعليم الإلكتروني لأطفال المستوى الثاني بمرحلة التعليم قبل المدرسة وأثرها على إكتساب مهارات الرياضيات بمحلية ام درمان
    (جامعة الخرطوم, ) هادية حسن خير السيد ; إبراهيم عثمان حسن عثمان
    مستخلص : عنوان الدراسة : وحدة تدريسية مقترحة قائمة على مبادئ التعليم الإلكتروني لأطفال المستوى الثاني بمرحلة التعليم قبل المدرسة وأثرها على إكتساب مهارات الرياضيات(بمحلية ام درمان ) . اسم الطالبة : هادية حسن خيرالسيد الدرجة : دكتوراه الفلسفة في التربية : التعليم قبل المدرسة هدفت الدراسة إلى معرفة تأثير التعليم الإلكتروني في اكساب مهارات الرياضيات بمحلية ام درمان للأطفال الذين طبقت عليهم الوحّدة وكما هدفت إلى معرفة اتجاهات معلمات مرحلة التعليم قبل المدرسة نحو التعليم الالكتروني استخدمت الباحثة المنهج شبه التجريبي تكون مجتمع الدراسة من 812 طفلاً بالرياض الحكومية بمحلية ام درمان . واختارت الباحثة عينة الدراسة قصدياً بلغت 48 طفلاً وطفلة من روضة مركز الدعوة الإسلامية بالهاشماب ، وتم تقسيمها إلى مجموعتين مجموعة تجريبية تكونت من 23 طفلاً وطفلة ومجموعة ضابطة تكونت من 25 طفلاً وطفلة ، كما استخدمت الباحثة المنهج الوصفي في التعرف على اتجاهات معلمات التعليم قبل المدرسة نحو التعليم الإلكتروني في رياض الأطفال والبالغ عددهن 1399 معلمة ، وتم اختيار العينة عشوائياً من المعلمات بلغ عددهن 70 معلمة من معلمات مرحلة التعليم قبل المدرسة محلية ام درمان بولاية الخرطوم ، تمثلت أدوات الدراسة في اختبار تحصيلي للأطفال ( قبلي وبعدي ) واستبانة موجه للمعلمات ، بعد تصميم الوحدة التدريسية المقترحة تم تطبيق تلك الوحدة التدريسية المقترحة لمدة ثلاثة شهور للمجموعة التجريبية ، بينما تم تدريس المجموعة الضابطة بالبرنامج التقليدي ، تم إجراء قياس بعدي لمهارات الرياضيات للمجموعتين باستخدام الوحدة التدريسية لمهارات الرياضيات. أظهرت النتائج أن هنالك فروقاً دالة أحصائياً عند مستوى الدلالة 0.05 لصالح المجموعة التجريبية في المهارات التالية : التمييز بين الأشكال الهندسية ، التصنيف ( المجموعات ) ، التمييز بين المجموعات الأكثر والأقل ، قراءة رموز الأعداد ، كتابة رموز الاعداد ، التمييز بين الأطوال المختلفة .أما اتجاهات معلمات التعليم قبل المدرسة فإنها تتسم بالايجابية نحو استخدام التعليم الالكتروني في تنمية مهارات الرياضيات ، وفي ضوء النتائج قدمت الباحثة عدداً من التوصيات أهمها . إستخدام التعليم الإلكتروني في مرحلة التعليم قبل المدرسة ، إعداد برنامج تربوي محوسب في مرحلة التعليم قبل المدرسة ، وعقد دورات تدريبية لمعلمات التعليم قبل المدرسة في مجال برامج الاطفال المحوسبة وأن تكون الدورات تنشيطية بصفة مستمرة لمعلمات التعليم قبل المدرسي.وكما تقترح الباحثة اجراء دراسة مماثلة في المراحل الأخري بالتعليم العام. Abstract The Study Title. A Suggested Unit Based on Electronic Instruction Principles at Preschool Education and Its Impact on Acquiring Mathematics Skills in Omdurman Locality. Name of The Student : Hadia Hassan KheirElsed Degree : Ph.D. of Education (Pre-School Education). The aim of this study was to find out the impact of electronic learning c-learning on the achievement of mathematical skills for the children to whom the study unit based on the principles of e-learning was applied in Omdurman Locality. It also aimed to know the attitudes of pre school female teachers towards e-learning. The researcher used the quasi experimenting method. The study population consisted of 812 children from the state kindergartens in Omdurman Locality. The researcher chose the sample of study intentionally‎, from 48 children (boys and girls) from the kindergarten of the Islamic Call Center in Al-Hashmab area. The sample was divided into two groups: an experimental group of 23 children, and a control group of 25 children. The researcher used the descriptive method to identify the attitudes of the per-school female teachers (1399 teachers) towards learning in kindergartens. A random sample of 70 pre-school female teachers was selected in Omdurman Locality, Khartoum State. The tools of the study were a pre- and post -test for the children of the two groups, and a questionnaire for the female teachers. After designing the proposed teaching unit it was taught for three months for the experimental group; while the control group was taught the traditional program. Post-measurement was conducted to identify the mathematical skills of the two groups via usage of the skills of the mathematical teaching unit. The results showed that there are statistically significant differences at 0.05 in favor of the experimental group in the following skills: distinguishing of geometrical shapes, classification (groups), distinguishing between groups: the greater, and the less, reading and writing, the symbols of numbers, and distinguishing between different numbers . The attitudes of the female teachers of pre-school learning are positive towards using of c-learning in developing mathematical skills. On the light of the findings, the researcher presented the following recommendations, the most important of which are: the need of e-learning in pre-school education, preparation of computerized e-learning program in pre-school education conducting training courses for applying female teachers in pre-school education. Training courses should be continuously refreshed for female teachers in pre-school education Furthermore the researcher suggests conducting asimilar study in other stages of general education. learning c-learning on the achievement of mathematical skills for the children to whom the study unit based on the principles of e-learning was applied in Omdurman Locality. It also aimed to know the attitudes of pre school female teachers towards e-learning. The researcher used the quasi experimenting method. The study population consisted of 812 children from the state kindergartens in Omdurman Locality. The researcher chose the sample of study intentionally‎, from 48 children (boys and girls) from the kindergarten of the Islamic Call Center in Al-Hashmab area. The sample was divided into two groups: an experimental group of 23 children, and a control group of 25 children. The researcher used the descriptive method to identify the attitudes of the per-school female teachers (1399 teachers) towards learning in kindergartens. A random sample of 70 pre-school female teachers was selected in Omdurman Locality, Khartoum State. The tools of the study were a pre- and post -test for the children of the two groups, and a questionnaire for the female teachers. After designing the proposed teaching unit it was taught for three months for the experimental group; while the control group was taught the traditional program. Post-measurement was conducted to identify the mathematical skills of the two groups via usage of the skills of the mathematical teaching unit. The results showed that there are statistically significant differences at 0.05 in favor of the experimental group in the following skills: distinguishing of geometrical shapes, classification (groups), distinguishing between groups: the greater, and the less, reading and writing, the symbols of numbers, and distinguishing between different numbers . The attitudes of the female teachers of pre-school learning are positive towards using of c-learning in developing mathematical skills. On the light of the findings, the researcher presented the following recommendations, the most important of which are: the need of e-learning in pre-school education, preparation of computerized e-learning program in pre-school education conducting training courses for applying female teachers in pre-school education. Training courses should be continuously refreshed for female teachers in pre-school education Furthermore the researcher suggests conducting asimilar study in other stages of general education.
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    قصص مختارة لتنمية المهارات اللغوية (الاستماع والتحدث) لدى طفل ما قبل المدرسة الفئة العمرية (5-6) سنوات
    (University of Khartoum, ) سهير عبد العال محمد أحمد عبدالعال ; زينب الزبير الطيب محمد ; التعليم قبل المدرسة
    This study aimed at developing listening and speaking skills through stories by increasing the children vocabulary. To achieve this objective, the experimental research methodology was used. The study tools were selected stories and language development scale, prepared by the researcher. The study population consisted of 240 children of the second grade in Ahmed Basheer Alabadi Kindergarten, who were registered in the academic year 2013-2014. Among them, 60 children were randomly selected to represent the study sample. The sample was divided into two equal groups; a control group and an experimental group. The researcher applied the pre-test and post- test on the two groups, after the constancy of these variables (age, mental age, intelligence rate, and soci-economic variables). The stories activities were applied on the experimental group using instructional technology, while the control group was taught in the traditional method. Data were analyzed by using the statistical package for social sciences (SPSS), utilizing the appropriate analytical methods. The study has come to many findings, the most important are: There were statistically significant differences at the significance level 0.05 among the means of the experimental group, and the control group in developing listening and speaking skills for the favour of the experimental group. This means that the stories are effective in acquiring listening and speaking skills. There were no statistically significant differences due to gender variable in acquiring the two skills when using instructional technology. In the light of the findings, the researcher has presented a number of recommendations, the most important are: Attention has to be paid concerning making instructional technology available, which help in skills` acquisition. Attention has to be paid to the types of children literature, especially stories, also development scales have to gain attention.
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    دور مهارات التواصل لدى معلمة روضة الأطفال في تحسين النمو اللغوي للطفل
    (University of Khartoum, ) حكمة حسن كجور كرتكيلا ; نور الحق عبد الرحمن أزرق
    The research title: The Role of Communication Skills of the Female Teacher of Kindergarten in Improving LanguageDevelopment for the Child The name of student : Hikma Hassan Kojoor Kortakeila Degree : Master degree of Education – Preschool Education This study aims at identifying the role of communication skill of the female teacher of kindergarten in improving language development for the child , in the points of views of the kindergartens female principal . To achieve this objective , the researcher used the descriptive analytical methodology . The study population comprised 90 female kindergartens , principals at Aldalanje Locality in the year 2015-2016 . 60 female principals were purposively selected out of them to represent the study sample . The study tools were a questionnaire consisted of six domains which contained 86 statements to survey the female principals opinions to identify the role of communication skills of the female teacher of kindergarten in improving language development for the child . Data were analyzed using the statistical package for social sciences , utilizing the appropriate analysis methods . The study has come to many findings, the most important are : There are statistically significant differences at the significance level 0.05 in female principals opinions concerning the nature of the language that the female teacher uses to communicate with children . There are statistically significant differences at the significance level 0.05 in female principals opinions on communication skill for the female teacher in improving listening skill for the children . There are statistical significant differences at the significance level 0.05 in the opinions of the female principals on the role of communication skill of the female teacher of kindergarten in improving speaking skill for the children . In the light of the findings, the researcher has presented a number of recommendations , the most important are : Accurate scientific attention and great care need to be paid for language development for the children since they are still young . They should learn simple standard Arabic language . There is need to work on developing the abilities and skills of female kindergarten teachers in improving language development for the child , through providing them with the most modern methods and the contemporary educational trends and language activities and programmes . The female principals need to set remedial plans for the points of weakness in verbal and non-verbal interaction for the female teacher , in order to upgrade communication skills for the teacher .