نوع المستند : المقالة الأصلية
المؤلفون
1 أستاذ مساعد بقسم التربية المبكرة- كلية التربية - جامعة السلطان قابوس
2 مشرفة صعوبات التعلم بدائرة التعليم المبكر – وزارة التربية والتعليم
3 مشرفة أولى تعليم مبكر بدائرة التعليم المبكر- وزارة التربية والتعليم
المستخلص
عنوان المقالة [English]
المؤلفون [English]
The current learn about aimed to study the reality of early education in private schools in Muscat Governorate in the light of the analysis of supervisory reports. The researchers used the final supervisory report of early education supervisors in the Department of Early Education in the General Directorate of Private Schools in Muscat Governorate, where the final report included five axes (the external square, the internal environment, the curriculum, the administrative and teaching staff, and security and safety).
The study applied to a sample of 222 schools, consisting of 13 supervisors from the Early Education Department. The researchers used the study tool: the final report of early education schools and kindergartens, prepared by early education supervisors at the end of the year and approved by the Early Education Department. To study the impact of some variables on supervision in early education, the study examined the variables of the supervisor’s experience, academic qualifications, and the type of educational program applied in the school. The study used the descriptive approach by describing the reality of pre-school education according to the final report approved by early education supervisors. The study concluded that the most applied programs is the bilingual program with a percentage of 45.5%, followed by the monolingual program with 27%, while the lowest applied program is the Montessori program where it was implemented by one school with 0.5%.
The averages of all axes of the study in all the applied programs were high and close. The averages of the axes ranged between (1.7975) and (1.7763), and the highest axis was the internal environment axis with an average of (1.797), and the lowest axis was the external arena axis (1.776), followed by the academic and administrative staff axis with an average of (1.777), then the security and safety axis (1.779), then the curriculum axis (1.778).. The study also found that there were no statistically significant differences in the study axes for the supervisor’s experience variable, while there were statistically significant differences for the supervisor’s qualification variable in favor of the master’s qualification, and there were statistically significant differences according to the educational program variable in favor of the global program.
The study recommended designing a special card for the school visit of the early education supervisor so that she can follow up on some aspects that need periodic follow-up in the visit, such as: activating the daily program, following up on basic panels such as the notice board and calendar board, etc., following up on the trip plan and its implementation, availability of sand and water basin, availability of materials and tools in Educational pillars, providing verbal signs on materials and tools, securing stairs, paying attention to training kindergarten teachers in (Classical Arabic), and paying attention to training supervisors with a bachelor’s qualification.
Keywords: Early education, private schools, Muscat Governorate, supervisory reports, kindergartens
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