Kindergarten Teachers' Attitudes Towards The Effectiveness Of Distance Education In Early Childhood In Light Of The Corona Pandemic
Main Article Content
Aims: The study aimed to identify the attitudes of kindergarten teachers towards distance education in early childhood, and trying to highlight the most important challenges facing kindergarten teachers in positive interaction with children in light of distance education, and provide some suggestions that contribute to achieving this interaction. Methods: To achieve the objectives of the study, the descriptive approach was used, and to collect the data, a questionnaire was prepared to measure the kindergarten teachers’ attitudes towards distance education, and it was applied to the study sample, which numbered 216 female teachers. At the level of "agree to some extent" from the point of view of the study sample, with a mean of 2.20. The degree of approval at the level of phrases ranged between agreeing and agreeing to a certain extent, and the degree of approval on the total axis of challenges facing the kindergarten teacher in distance education at the level of “agree” from the point of view of the study sample with an arithmetic mean 2.38, and the degree of approval of the total of proposals for developing the distance education experience was at the “agree” level, with a mean 2.81 on all statements at an agreeable level as the study of differences clarified. Results: In the responses of the study sample according to the variable years of experience, there are no statistically significant differences at the level of significance 0.05 whether with regard to the kindergarten teacher’s attitudes towards the effectiveness of distance education or the challenges facing the kindergarten teacher in distance education, while there are significant differences in favor of the distance education group. From 10 to 15 years in the center of proposals to develop the distance education experience. Conclusion and Recommendations: The study recommended the development of educational activities and programs that are compatible with distance education in early childhood, assisting the child in self-learning and helping him to carry out tasks and assignments independently, as well as urging kindergarten teachers to use modern technologies and activating the use of e-learning and educational media in the kindergarten stage.