The Reality of The Practices of Kindergarten Institutions in Foreign Schools in The Kingdom of Saudi Arabia in Enhancing The National Identity of Children from The Point of View of Mothers

Document Type : Original Article

Authors

Department of Early Childhood, College of Education, King Saud University, Kingdom of Saudi Arabia.

Abstract

The objective of this study was to investigate the practices implemented by international kindergartens in Riyadh to enhance children's national identity from the mothers' perspectives on three key domains: religion, Arabic language, and national symbols. Additionally, the study examined potential differences in mothers' perspectives based on variables (age, educational qualification, and the number of children). A descriptive survey method was employed and distributed among a sample of (200) mothers. The findings indicated that mothers generally agreed that international kindergartens offered practices that contributed to strengthening children's national identity. It also revealed that a mother's age influenced the differences in responses concerning practices across the three domains. Moreover, the mother's educational qualification impacted the differences in responses regarding practices in the domains of religion and national symbols. Regarding the number of children, the study deduced that there were differences in mothers' responses about practices in the national symbols domain. Recommendations emerging from the study included the integration of practices that enhance children's national identity as measurable objectives within international kindergarten curricula, guided by the Ministry of Education's guidelines for foreign schools.

Keywords

References

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