السلوك العدواني وعلاقته بالذكاء والجنس لدى تلاميذ الصف الأول الابتدائي الملتحقين وغير الملتحقين برياض الأطفال

الموضوعات

علم نفس

روابط وملفات

التعريف والنوع

رقم الوثيقة

0033b46a-75e2-4ec9-90ee-552244e3cbfb

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

185349_1.pdf

بيانات النشر

ترجمة العنوان

The Aggressive Behaviour and its Relationship with Intelligence and sex for First –Year Primary Children Those Who Joined and didn’t Join Kindergartens

ألقاب المؤلفين

[{"name_ar":"سميرة موسى البدري","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"سيناء أحمد علي ","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"عبدالسلام يوسف بديوي","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

السلوك العدواني وعلاقته بالذكاء والجنس لدى تلاميذ الصف الأول الابتدائي الملتحقين وغير الملتحقين برياض الأطفال

المحتوى والصفحات

عدد الصفحات

160

ترجمة الملخص

Pre-school is considered as the most important educational stage. It is decisive in forming the fundamentals and dimensions of growth (mental , Physical, Psychological , Social and Emotional) .Pre-school child is characterized by vitality, activity and severe desire to know the surrounding environment . In addition, he owns unlimited abilities for learning and acquisition; therefore, fathers and educationalists tend to pay attention to this stage because if it is passed without custody and guardian ship , growth doesn’t become of safe results in what fathers and teachers dream. Accordingly, there will be a difficulty in modifying children’s behaviour in later stages. Early childhood is the basis for consolidating psychological and social concepts through which children get to know themselves and others, inside and outside the family, Also, it enable them to acquire different skills and to develop positive emotions towards the self and to work in negative emotion treatment through the early interference to solve the problems that hinder the child growth. Early experiences have an influence in the general growth of intelligence and in exploring the mental abilities of children and in opening and training their senses. Growth in this important stages helps the child to learn and helps in forming the principal concepts and in expanding the horizons of mental faculties. The early growth of linguistic skills influences in thinking and in mental and social growth, kindergartens play an important role in bringing up the child mentally, socially, emotionally and morally . The child tends to centralize around himself and to show an aggression even in the circumstances of social interaction. The role at education is clear in guiding and forming the behaviour and in helping the child to get used to behaviour standards required by the society.The present research aims at answering the following questions: 1-Measuring the aggressive behaviour for the first year primary children (Those who joined and didn’tjoin kinder gaten, before entering school? 2-Measuring intelligence for the first. Year primary children (those who joined and didn’t join kindergarten) before entering school? 3-Finding out the relation ship of the aggressive behaviour with intelligence and sex for the first . Year primary children who: a-Joined the kindergarten before entering the first year. b-Didn’t join the kindergarten before the first year. 34-Finding out the difference significance in the correlation coefficient with intelligence and sexamong the children in the first –year those who joined and didn’t join the kindergarten? The sample of the research inclndes (256) Pupils (males and females ) in the first year. Among this number, (128) pupils who joined the kindergarten before entering the first year while the other (128) pupils didn’t join the kindergarten . The sample has been chosen randomly. To Measure the aggressive behaviour, the researcher has prepared a standard of (26) items and the options for the answer are (always, sometimes, rarely, No). The standard validity is extracted through . (1) logical validity . (2) construction validity. The items have been analysed statistically be calculating their power to discriminate after being shown by the experts to check their appropriateness.The standard stability is calculated by test revision method according to mother estimations and the stability coefficient is (0.72) . The standard stability is calculated by test revision method according to teacher estimations and the stability coefficient is (0.76). To measure the children’s intelligence, the researcher has constructed Martin clothier Johan’s Test, translated by Izddin Al-ashool after checking its validity. Test Validity is extracted through constriction validity. The items have been analyses statistically to get their power to discriminate. All the items are distinguishable. Test stability is calculated by test revision method. The stability coefficient is (0.82) . After applying both the aggressive behaviour standard the intelligence test on the research sample , the data has been analysed statistically by using point biserial and person The research has reached the following: 1-The aggressive behaviour level is high for the children whether joined or didn’t join the kindergarten according to mothers and teachers. The aggressive behaviour level for.The female pupils who already joined the kindergarten according to teacher estimations (6.465) and for the female pupils who didn’t join the kindergarten (6.35) is high. The same level for the female pupils who joined the kindergarten according to mother estimations (0.93) and those who didn’t according to mother estimation (0.2355) is not high and the female students are quiet. 2-Intelligence level for those who joined kindergartens is and for those who didn’t join the kindergartens before entering the first year. 3-There is a strong relation ship between the aggressive behaviour (according to mother and teacher estimation and intelligence for the male and female pupils whether they joined or didn’t join the kindergartens . there is no relationship between the aggressive behaviour (according to mother and teacher estimation ) and the sex of the pupils who didn’t join the kindergartens before entering the first year. 4-There are no differences of statistical significance between the correlation coefficients of the aggressive behaviour (according to mothers and teachers estimation) with intelligence and sex for those who joined or didn’t join the kindergarten . In the light of the results. The researcher recommends that programs for decreasing the aggressive behaviour should be provided and applied comprehensively in kindergartens . In addition, educational games are to be provided to entertain the child and to satisfy his concerns and needs that help to develop his mental capacities . Also , the researcher suggests constructing further comprehensive studies.

إشراف وإعداد

الإشراف

سميرة موسى البدري, عبدالسلام يوسف بديوي

الإعداد

سيناء أحمد علي

الاقتباسات الببليوغرافية