International Journal of Childhood, Counselling, and Special Education

Volume 4 - Issue 1 (2) | PP: 11 - 19 Language : English
DOI : https://doi.org/10.31559/CCSE2022.4.1.2
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Developing the Educational Program in Kindergartens in the Syrian Arab Republic in Light of the European Model (An Empirical Study on Female Kindergarten Directors and Teachers in the Damascus Education Directorate)

Drwish Hasan Drwish ,
Omer Abdullah Haraki ,
Mustafa Abdullah Almukdad ,
Ali Osman Engin
Received Date Revised Date Accepted Date Publication Date
24/7/2022 21/8/2022 12/9/2022 28/9/2022
Abstract
The study aimed to develop the education program in kindergartens in Syria in light of the European model. The sample of the study consisted of female kindergarten directors and teachers who were selected randomly from kindergartens in the city of Damascus. Also, the study used the descriptive analytical method in the study, in addition to building a tool to measure the development of educational programs in kindergartens in Syria. Where the questionnaire consisted of 19 items distributed on one axis: the first axis includes "the development of kindergarten in the light of the relationship of female teachers with children and their families." The study revealed that the development of education programs in kindergartens in the city of Damascus from the point of view of kindergarten female kindergarten directors and female teachers was generally large. The study also found that there are no statistically significant differences at the level of significance (α = 0.05) between female kindergarten directors and female teachers’ evaluation of their awareness of the areas of developing educational programs in kindergartens according to the work variable.


How To Cite This Article
Drwish , D. H.Haraki , O. A.Almukdad , M. A. & Engin , A. O. (2022). Developing the Educational Program in Kindergartens in the Syrian Arab Republic in Light of the European Model (An Empirical Study on Female Kindergarten Directors and Teachers in the Damascus Education Directorate). International Journal of Childhood, Counselling, and Special Education, 4 (1), 11-19, 10.31559/CCSE2022.4.1.2

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