The role of the story in developing the language skills of kindergarten children from the point of view of kindergarten teachers

Abstract

Identify the role of the story in developing the language skills of the kindergarten child from the point of view of the teachers, and identify the significance of the differences between the average scores of the research sample members on the questionnaire according to the variables (type of kindergarten, academic qualification, and years of experience).

The sample consisted of (224) kindergarten teachers. A questionnaire of (32) phrases was used as a research tool. Validity and reliability were calculated and statistical operations were performed to reach the results. The research results resulted in the following: The existence of a role for the story in developing The language skills (listening, speaking, readiness to read) of the kindergarten child from the teachers’ point of view to a moderate degree.

- There are statistically significant differences at the significance level (0.05) between the average scores of the sample’s opinions on the role of the story in developing the language skills of kindergarten children due to the academic qualification variable, and the differences were in favor of (graduate holders).

- There are statistically significant differences at the significance level (0.05) between the average scores of the sample’s opinions on the role of the story in developing the language skills of kindergarten children due to the years of experience variable in favor of (more than 10 years).