Learning strategies used in kindergartens from the point of view of teachers in Tripoli

Abstract

 The study aimed to identify the learning strategies used in kindergarten from the point of view of the teachers, and also aimed to identify the significance of the differences between the averages of the teachers ' responses about the learning strategies used in kindergarten attributed to the variables of academic qualification, years of experience, scientific specialization, and training courses for teachers. the researcher used the descriptive analytical method to suit the questions and objectives of the study. the researcher prepared a questionnaire that included(6) strategies and contained(49) paragraphs to survey the opinions of teachers about the learning strategies used in learning Children distributed to a random sample 100 teachers were selected from three educational observers (Ain Zara Abu Salim, Friday market) ، The data was processed statistically, where the study reached the following results

 1-the results showed that all the learning strategies used in kindergarten came with a high degree of use, in the first place came the dialogue and discussion strategy, in the second place the discovery learning strategy, in the third place the active learning strategy, in the fourth place the sensory learning strategy, in the fifth place the play strategy and the story strategy came in the sixth place .

2 - the results also showed that there are statistically significant differences attributed to the scientific qualification variable in the strategies as a whole in favor of the female teachers with the Diploma of teachers qualification, and there are also statistically significant differences in the use of the dialogue and discussion strategy in favor of the female teachers with the Diploma of teachers qualification, while there are no statistically significant differences in the rest of the strategies.  

3-there are no statistically significant differences attributable to the variable of years of experience in the strategy of dialogue and discussion, the strategy of exploration and the strategy of active learning .

 4-there are statistically significant differences in the use of story strategies, sensory learning, and play in favor of female teachers with years of experience from (one year – to 5 years ) .

 5-there are no statistically significant differences in the learning strategies used in kindergarten due to the variable of training courses for kindergarten teachers .

6-there are no statistically significant differences in the learning strategies used in kindergarten due to the variable of the scientific specialization of kindergarten teachers .