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Abstract

The study aimed to reveal the role of the kindergarten environment, learning, and teaching strategies in providing kindergarten children with certain readiness skills. The researchers employed a descriptive approach, and the study sample consisted of all kindergarten teachers in government schools within the Sahab Brigade and Al-Muwaqar education districts, totaling 125 teachers. The results indicated that the kindergarten environment, along with learning and teaching strategies, played a significant role in providing kindergarten children with reading skills, as there was a strong positive correlation among the three variables. The findings also revealed that the degree of female teachers' use of the kindergarten environment (which includes a resource-rich setting, educational corners, and a library corner) and learning and teaching strategies (such as learning through play, storytelling, role-playing, and cooperative learning) was at an important level. Additionally, it was found that there were no statistically significant differences at the significance level (α = 0.05) in the degree of female teachers' use of the kindergarten environment due to the variables of teaching experience and educational qualifications, except for the resource-rich environment. However, there were statistically significant differences at the significance level (α = 0.05) in the degree of teachers' use of learning and teaching strategies due to the variables of teaching experience and educational qualifications

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© 2025 by the author(s). This is an open-access article distributed under the terms of the CC BY 4.0 Attribution license.