The effectiveness of a training program based on home-based activities to educate mothers about the development of readiness skills for kindergarten children

Document Type : Original Article

Author

Kindergarten Department - Faculty of Human Studies - Al-Azhar University in Cairo, Egypt.

Abstract

. The aim of the research is to educate mothers about the skills of reading readiness for kindergarten children and develop them with home activities. The research used the quasi-experimental approach, and the research sample consisted of two groups, the first consisting of (10) mothers of kindergarten children residing in the village of Al-Hadeen - Kom Hamada Center - Beheira Governorate, and the second group consisting of (10) male and female children from the village of Al-Hadeen in the center of Kom Hamada, Beheira governorate, who are not enrolled in kindergarten and who do not attend it, and the research used an open questionnaire directed to the mothers of kindergarten children (prepared by the researcher), a secret Jalal test of intelligence (1988), a scale of assessment of the social, economic and cultural level For the family (prepared by / Muhammad Saafan, Doaa Khattab, 2016), a questionnaire to measure mothers’ awareness of the skills of readiness for reading for the kindergarten child and its development with home activities (prepared by the researcher), a scale of readiness for illustrated reading for the kindergarten child, (prepared by the researcher), the program (prepared by the researcher), and the results reached to There are statistically significant differences between the mean scores of the two measurements, pre and post measurements on the scale of awareness of reading readiness skills and their development in home activities among mothers of a child. A study in favor of the post-measurement, there are no statistically significant differences between the average ranks of the post and follow-up measurements in the scale of awareness of reading readiness skills and their development in home activities among the mothers of the kindergarten child, and there are statistically significant differences between the mean scores of the pre and post measurements on the picture-reading skills scale For the kindergarten child in favor of the post-measurement, there are no statistically significant differences between the mean ranks of the scores of the two post- and follow-up measures on the scale of photoreading skills for the kindergarten child.
 

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