أشكال صعوبات التعلم لدى اطفال ما قبل المدرسة من وجهة نظر معلمات هذه ‏المرحلة في فلسطين "دراسة ميدانية على رياض الأطفال في محافظة نابلس"‏

Abstract

Abstracts

 This study aimed to identify the forms of learning difficulties for pre-school children from the viewpoint of female teachers in Palestine. To achieve the goal of the study, the descriptive analytical approach was used. A questionnaire was designed as a study tool consisting of (25) distributed paragraphs, distributed. On a sample consisting of (52) of kindergarten teachers, they were chosen randomly. After collecting the data, the questionnaires were coded and entered into the computer, and their stability was confirmed by using the Alpha Kronbach equation, where they were statistically processed using the Statistics Program for Social Sciences (SPSS). This study came out with several results, the most important of which was the degree of learning difficulties for pre-school children from the point of view of female teachers in Palestine, and it was found that most forms of learning difficulties for pre-school children from the point of view of teachers in Palestine are stuttering During the reading process, and that they also have a lack of understanding of the basic subjects (Arabic and arithmetic) and that children carry out educational processes without desire, it also appeared that there was no difference in the averages of the respondents' response to Forms of learning difficulties for pre-school children from the viewpoint of teachers in Palestine, according to  The (specialization, years of experience, educational qualification, age) based on the results of this study, the researcher recommended a set of recommendations, the most important of which were:

• The necessity of working to provide remedial lessons for students with learning difficulties.
• It is necessary to pay attention to educational aids as a source of learning