Abstract

Objectives: This study aimed to identify the most common fears among early childhood educators and to understand the factors influencing them. Methods: The researcher used the descriptive approach as the most suitable method for observing the phenomenon as it appears in the child's natural environment and analyzing it in light of the literature and previous studies. Results: The study results showed that early childhood education children experience a range of normal fears related to their developmental stage, their experiences, and the protective and supportive approaches provided by adults. It also revealed that the intensity of these fears varies from child to child, depending on whether certain stimuli are linked to past traumatic experiences. Psychological theories- such as learning theory and behaviorism- have provided a clear explanation for the origins of these fears, contributing to their understanding and the development of coping mechanisms. Conclusions: The study concluded with recommendations, most notably: strengthening communication between the family and the school, building educational and psychological support plans that take into account individual differences, training educators and parents to identify children's fears, and designing programs that help them cope with them, while integrating psychological, social and cultural factors. Encouraging the use of storytelling and puppets to enable children to express their feelings safely.