أثر برنامج تدريبي متعدد الأنشطة في تنمية ميارات التواصل الاجتماعي لدى أطفال الرياض: دراسة شبة تجريبية على عينة من الأطفال ما بين عمر 4-6 سنوات فى مدينة اللاذقية

الموضوعات

تربية وتعليم

روابط وملفات

التعريف والنوع

رقم الوثيقة

0f0c669f-242b-4cf5-af9f-1979ca1eff2f

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل دكتوراة

نوع الملف

pdf text

أسماء الملفات

1958770_1.pdf

بيانات النشر

ألقاب المؤلفين

[{"name_ar":"عيسى الشماس","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"لميس حمدي","title_ar":"اعداد","title_en":"Preparation"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

أثر برنامج تدريبي متعدد الأنشطة في تنمية ميارات التواصل الاجتماعي لدى أطفال الرياض: دراسة شبة تجريبية على عينة من الأطفال ما بين عمر 4-6 سنوات فى مدينة اللاذقية

المحتوى والصفحات

عدد الصفحات

279

ترجمة الملخص

The problem of the research : Training on the social communicative skills at the kindergarten stage using the toys , the story , the painting and the constructing is considered a practical step to transfer the child from being fixed to his seat to playing with adults at the yard of the kindergarten , the interesting , funny and Social play which achieves effectiveness through the positive impact left on the children's behavior at the kindergarten and at home as well . Previous studies were about the same topic such as the study of Nkoula (1996 ) to develop the verbal communicative skills ; Ahmad 's (2003 ) to develop the linguistic skills , Al Murad 's (2004 ) to develop the social interaction , Aram and et al (2008 ) to motivate the social communicative and skills and the study of Al falah (2009 ) to develop the communicative expression , and other studies that aim at focusing on teaching children skills which encourage them to have dialogue with others in general , because they learn verbal and non verbal language , and they experience others feelings and exchange roles with them , and they negotiate with them as well . So they avoid dependence because of their acceptance of the others . According to the importance of the of the early training on developing the social communicative skills , this research has concentrated on developing verbal and non verbal social communicative skills of the kindergarteners between ( 4-5 ) years old , by applying a set of interesting funny educational activities as an educational trend to achieve the social positive and the acceptance of the child in his present and future life , and through his mastering to the social communicative skills at an early childhood . So the problem of the research lies in the following question : What is the extent of effectiveness of the educational program based on the multi activities in developing the social communicative skills of the kindergarteners at ages between ( 4-5 ) years ? 151The importance of the research : The importance of this research emerges from the importance of the social communicative in the social adjusting and interaction , and teaching children at the kindergarten stage the verbal and nonverbal communicative skills in a method that can be consistent with their life being to make this communication a an acquired behavioral habit that the child has interested in and lives through it , he is going to greet others using both speech and body language . Informing the administrations and the kindergarten teachers with the realistic benefit of the funny and social skills that children acquire from learning in interested methods instead of sitting still to the desk especially that children at this age are eager to move ,and imitate . Providing a theoretical view for the social communicative skills and their psychological and social theories , their psychological social and educational importance in man's life in general and in the child's life in special . Constructing a program based on multi educational activities aiming at teaching children social communicative skills .Constructing a scale to assess the degrees of children in the social communicative skills before and after learning by the program . The Aims of the research :The research seeks to achieve the following 1 -Assuring the importance of the children's practicing at (4 to 5 years old ) in the aspects of the interested and funny activity , especially the games , the songs , the story , and role play ,with their effect in acquiring learning the social communicative skills . The study aims at preparing and implementing a thorough program based on games , songs , fun, listening to a story and plying roles for teaching children the social communicative skills at the age of (4 to 5 ) . 2 -Examining the differences between the children's means scores in their possessing to the social communicative skills before and after learning by the program at the age between (4 to 5 years ) 1523-Examining the differences between the children's means scores in acquiring the social communicative skills before and after learning by the program according to the sex variable .4-Examining the differences between the children means scores in acquiring the social communicative skills according to the variable of the educational level of the mother . 5-Examining the differences between the children's means scores in social communicative skills as the mothers have expressed through the target questionnaire before and after learning the sample of children at age 5 by the program .6-Examining the he differences between the children's means scores in social communicative skills as the researcher has expressed them through the followed views before and after applying the program on the sample of children at 5years old .7-Examining the he differences between the children's means scores in social communicative skills as the mothers have expressed through the questionnaire directed to them before and after applying the program on the sample of the research at age of 4 years . Examining the he differences between the children's means scores in social communicative skills as the researcher has expressed them through the followed views before and after applying the program on the sample of children at 4 years old . The hypothesis of the research :The hypothesis are going to investigate at the significant level ( 5% ) the following :1-There are statistical significant differences between the children's means scores at the kindergarten between the ages of (4 to 6 years ) on the scale of the social communicative skills before and after applying the program .2-are statistical significant differences between the children's means scores on the scale of the social communicative skills before and after applying the program according to the variable of the age. 1533-There are statistical significant differences between the children's means scores on the scale of the social verbal communicative the field of ( understanding , listening ,speech ) before and after applying the program according the age variable . 4-There are statistical significant differences between the children's means scores on the scale of the social non verbal communicative the field of (reading the others' feeling and the body language ) before and after applying the program according the age variable . 5-There are statistical significant differences between the children's means scores on the scale of the social communicative skills according to the personal skills before and after applying the program according to the age variable . 6-There are statistical significant differences between the children's means scores on the scale of the social communicative skills according to the personal skills before and after applying the program according to the sex variable . 7-There are statistical significant differences between the children's means scores on the scale of the social communicative skills according to the personal skills before and after applying the program according to the mother educational level variable . 8-There are statistical significant differences between the children's means scores in social communicative skills as the researcher has expressed them through the followed views before and after applying the program on the sample of children at 4 years old . 9-There are statistical significant differences between the children's means scores in social communicative skills as the researcher has expressed them through the followed views in the observational card before and after applying the program on the sample of children at 5 years old .The method of the research and its procedures : The research used the experimental method with the two scales before and after for one group , because of it is suitable for the procedures of the current research . It was applied on a sample of (60 ) children of males and females , (31) males and (29 ) females . They were chosen from two 154sections concerning the age , so (28 ) children males and females were from the second stage and (32 ) children from the third stage . The research also used the scale of the pictured social communicative skills of the kindergartener , The researcher's observational card , the questionnaire oriented to the mother , and the multi activities oriented to the child . They are prepared by the researcher . The limits of the research : They are as follows : The limits of the people : Children of the kindergartens with ages between (4-6 ) years in Lattakia . The limits of time and place :The school year (2012 -2013 ) of the second term in Lattakia , at Arous Alsahel Kindergarten . The data of the research were calculated by using (SPSS ) statistical program , they were collected by designed tools to measure and develop the social communicative skills . So , the results were as follows : The general results of the research :1-According to the social communicative skills in general , there were differences between the children's means scores according to the age variable before and after applying the program , in favor of children at 5 years old . 2-According to the verbal social communicative skills , there were differences between children 's means scores according to the to the age variable before and after applying the program , in favor of children at 5 years old . 3-In addition , there were differences between the children's means scores at the age 0f ( 4 years ) concerning the field of the verbal social communicative skills ( understanding , listening ,and speaking ) before and after applying the program in favor of the post applying . Children also improved concerning listening item in the field of verbal communication at the two age sections , the second and third when the comparison was among the items of ( understanding .listening , speaking ,cognition ) . 4-According to the imitating and body communicative skills there were differences between the children's means scores according to the age variable before and after applying the program , in favor of children at 5 years old . But in the post applying the results were in favor of the children at 4 years old . 1555-According to the personal skills communicative skills there were differences between the children's means scores according to the age variable before and after applying the program , in fav or of children at 5 years old . But in the post applying the results were in fav or of the children at 4 years old. Children improved well concerning the personal understanding item in the field of ( personal skills ) when the comparison was among the items of ( personal understanding , negotiation , solve problem , sympathy and support ) at the two age sections (the second and the third ). 6-There were statistical significant differences between the means scores of children at 5 years old on the scale of the non verbal social communicative skills in the field of ( reading others' feelings and body language ) . before and after applying the program in fav or the post one . 7-There were statistical significant differences between the means scores of children at (5years) old on the scale of the personal skills before and after applying the program in fav or of the post one . There were statistical significant differences between the means scores of children at (5years) old on the scale of the social communicative skills before and after applying the program concerning the sex variable . 8 -There were statistical significant differences between the means scores of children at (5years) old in the social communicative skills according to the mothers 's evaluation of their children before and after applying the program in fav or of the post evaluation .9-There were statistical significant differences between the means scores of children at (5years) old in the verbal social communicative skills according to the mothers 's evaluation of their children before and after applying the program . 10-There were no statistical significant differences between the means scores of children at (5years) old in the imitating and body communication according to the mothers 's evaluation of their children before and after applying the program . 11-There were statistical significant differences between the means scores of children at (5 years) old in the social communicative skills according 152to the researcher 's evaluation to the sample children before and after applying the program in fav or of the post evaluation . 12-There were statistical significant differences between the means scores of children at (5 years) old in the non verbal communicative skills according to the researcher 's evaluation to the sample children before and after applying the program in fav or of the post evaluation . 13-There were statistical significant differences between the means scores of children at (5 years) old in the imitating and body communicative skills accordingرto the researcher 's evaluation to the sample children before and after applying the program in favرor of the post evaluation . 14-There were statistical significant differences between the means scores of children at (4 years) old in the social communicative skills according to the mothers 's evaluation of their children before and after applying the program15-There were statistical significant differences between the means scores of children at ( 4 years) old in the verbal communication according to the mothers 's evaluation of their children before and after applying the program .16-There were statistical significant differences between the means scores of children at ( 4 years) old in the imitating and body communication according to the mothers 's evaluation of their children before and after applying the program in fav or of the post evaluation. 17–There were no statistical significant differences between the children's means scores in the social communication at (4 years ) old before and after applying the program according to the researcher's evaluation . The suggestions of the research : 1-Giving the chance of spontaneous movement and social expression to the child , in addition to encouraging any social participation by the child.2-Designing educational programs by the educators and the establishments that are responsible of teaching children and developing them , with the aim of teaching children the social communicative skills , and directing for special training sessions with high quality to develop children's social communicative skills in the daily timetable at the kindergartens , because the child's acquiring of these skills at the early childhood is very necessary and important to develop the social competence of the child . 3-Training sessions for both parents and kindergarten teachers about teaching children the social communicative skills . Deciding an academic subject ( in its two sections , theoretical and practical ) at the educational faculties at the department of child education in both formal and open learning , to allow the students teachers in the department of child education of enhancing his cognition concerning the social communicative skills , and deciding this subject in the practical training of the student . 4-Asimilar study about the multi activities programs to develop the social communicative kills at different ages . 5-Conducting field studies by designing programs for developing the social communicative skills at kindergartens , considering another variables such as the type of parental dealing , the parental relationship , and the relationship with the peer . 6-Training the kindergarten teachers on teaching children the social communicative skills which depend on the method of activities and which employs all the social experiences in the curriculum of the kindergarten for that purpose .

إشراف وإعداد

الإشراف

عيسى الشماس

الإعداد

لميس حمدي

الاقتباسات الببليوغرافية