Evaluation of Kindergarten Teachers’ Practice of Readiness Skills of Children to Learn Writing

Abstract

This study aimed at exploring the degree to which KG female teachers

assess their own practices in developing children being prepared for

learning writing. It is also aimed to investigate the effect of variables such

as qualification, years of experience and KG type on that degree. In order to

have such an objective attained, a questionnaire was developed to consist of

(42) items over five disciplines; general preparation skills, greater muscle

development, lesser muscle development, eye- hand agreement development

and letter- and font- understanding. This questionnaire was affirmed in terms

of both validity and reliability. It was distributed over a subject of (158) KG

female teachers in the Directorates of Education in Irbid First, Second and

Third. As the proper statistical analyses had been made, it was found that the

KG female teachers assess their own practices in developing children being

prepared for learning writing as per the questionnaire was of a mediumleveled

degree. As well, statistically significant differences were found to

be referred to qualification in favor of teachers with bachelors and higher

degrees and to years of experience in favor of teachers with high experience

whereas no statistical differences of significance were found to be referred

to KG type. A set of recommendations was provided in light of such major

findings above.