«3‘1“ . 3W: ‘3 ,"I 1 33 A #5 Eu" 3.129;; Mums": ‘ \ m“: “WNW“?! - ‘ fl’flufifl'fla} fin "J" \\ A9 .,. ":3 '5! ”:1: '{B-I‘i Av ' J!.:'r"¢.‘. z .2 .,,.. “.m- "n, ~ ”if/3‘; ‘ I .S/(- ‘_"“;I pm ..;';!'.‘4; ' t J ‘v ",3 .5 .9 ( ’ ." " v . u “I, . 1-, X. x'.‘ \r' V.“ fr {A ;-‘Z.",‘ . vv‘ yr». 11.] \ ' .1. I ' w r ,,,.' v‘..,. .. .2 a“ , w «,1 "~f~'c:£.f.ut.<'_ a, ;. - 1.: a. 4.7;; A A, - mu. (1' '1”: ‘ if r" , ”“14“"! E n. Wmm»’a 4 :r'wufif‘ "H... .. . .émf‘ , F . Inf. . 13:1 -.,..:.. L I : ‘.' 2:21:23. 1‘ w v l" '1""‘ .J‘ ’J' ‘l‘ ‘ \wv. .s.‘~-¢..;-,. .v 1“-- . l .5. a an .1253}. . .‘h \ Jr. I. w H. ‘ r: v‘Ju f‘ ~ «n. DIP- rum r :5. “r. .: ,.. ,..7 w 4' » I... I- :u9Dfiw‘ 4 “:2: .- >EII.I:-H:~_ I ‘1. :2 . “—4.. .. , ~.~::,~.........‘ ‘ " apt-{$5255 -9 .59 l\3 \) muIllllllllllwyltwll This is to certify that the dissertation entitled THE IMPORTANCE AND USE OF KINDERGARTEN EDUCATIONAL PRINCIPLES IN SAUDI ARABIA, AS PERCEIVED BY FEMALE KINDERGARTEN TEACHERS presented by Mustafa Hassan Filimban has been accepted towards fulfillment of the requirements for Ph.D. degree in Teacher Education ,/Q, 4? MM Major professor Date October 1990 MS U is an Affirmative Action/Equal Opportunity Institution 0-12771 l x) LIBRARY Mlchigan State ; Unlversity PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. DATE DUE DATE DUE DATE DUE ll fim—W __J u 7 F—T ' J MSU Is An Affirmative Action/Equal Opportunity Institution czmmpma-pd THE IMPORTANCE AND USE OF KINDERGARTEN EDUCATIONAL PRINCIPLES IN SAUDI ARABIA, AS PERCEIVED BY FEMALE KINDERGARTEN TEACHERS 3)! Mustafa Hassan Filimban AN ABSTRACT OF A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Teacher Education 1990 7/57. I— 945“ ABSTRACT THE IMPORTANCE AND USE OF KINDERGARTEN EDUCATIONAL PRINCIPLES IN SAUDI ARABIA, AS PERCEIVED BY FEMALE KINDERGARTEN TEACHERS By Mustafa Hassan Filimban This descriptive study was designed to assess the level of importance and frequency of use of Froebelian, Lockean, and Rousseaunian educational principles as perceived by Saudi female kindergarten teachers and to determine whether teachers’ educational level, age, and personal income were significantly related to their perceptions. Two hundred forty-one female kindergarten teachers from the western region of Saudi Arabia responded to a questionnaire developed by the researcher. Respondents indicated their perceptions of the importance and frequency of use of statements intended to express Froebelian, Lockean, and Rousseaunian educational principles. Descriptive statistics (means, standard deviations, frequen- cies, percentages, and ranks) were used in analyzing the data. Chi- square and paired t-test were used to analyze data for some research questions. Major conclusions were as follows: Mustafa Hassan Filimban l. The kindergarten educational principles that teachers perceived to be more important were also perceived to be used more frequently. Also, perceived level of importance was significantly higher than perceived frequency of use. ~ These relationships, however, may arise from ”halo effects” of "importance” responses upon ”use" responses. 2. The principles rated most important were: The kindergar- ten teacher should eubody the ideals of motherhood, being not only sensitive but also intellectually active: Answer all questions chil- dren ask and explain the letters they desire to know, so as to lake the. knowledgeable: and Directing children’s attention to the phenomena of nature will awaken their curiosity. The most fre- quently used principles were: Children need to learn to appreciate God through observation, reflection, and activity. not through dog- latic religious teaching: and Children should be taught to be obedi- ent and reasonable when they are still compliant and impressionable. Less formally educated (nondegree) respondents perceived certain principles to be less important than did more formally educated (with degree) respondents. Younger respondents (under 30 years) perceived some principles to be less important than did older respondents (30 years or older). High-income respondents (5,000 riyals or more) perceived certain principles to be more important than did low-income respondents (less than 5,000 riyals). Copyright by MUSTAFA HASSAN FILIMBAN 1990 This dissertation is dedicated to my mother, Rugaiah; my sisters; my brothers-in-law; my nieces; my wife, Zain; my sons, Ihsan, Ihab, Ahmad, and Osamah; and my daughter, Inas. ACKNOWLEDGMENTS All praise and thanks are due to Allah, Lord of the Universe, for His merciful divine direction throughout my study. I wish to acknowledge all those persons who assisted me in the undertaking and completion of this dissertation. I am indebted to Dr. Ben A. Bohnhorst, my advisor and comittee chairman, for his valuable time, assistance, and encouragement. His kind considera- tion and understanding have been an incentive for the completion of this dissertation. Sincere appreciation and gratitude are extended to the other members of’ my guidance committee, Drs. H. Henry Kennedy, Kenneth Neff, and James E. Snoddy, for their contributions, advice, and constructive comments to the study. I am grateful for the moral support and prayers of my mother, sisters, and friends throughout the period of the study. Special acknowledgment goes to my friends, Dr. Sultan Magsood and Dr. Salah Selim. I also would like to thank Mrs. Sue Cooley for her energy, patience, and skill in editing and typing the dissertation in the most professional manner. Finally, I am indebted to the Saudi government for financing my study in the United States. My appreciation is extended to the officials at Umm Al Qura University for their support. vi TABLE OF CONTENTS Page LIST OF TABLES ..... . .................. x LIST OF FIGURES ....................... xiii Chapter I. INTRODUCTION TO THE STUDY .............. 1 Background . .I .................. l Organization of the Educational System in Saudi Arabia ................. 2 Statement of the Problem ............. 2 Purpose ...................... 3 Need for the Study ................ 4 Research Questions ................ 4 Assumptions .................... 6 Limitations and Delimitations ........... 6 Definitions of Terms ............... 7 Overview ..................... 12 II. REVIEH 0F RELATED LITERATURE ............ 14 Introduction ................... l4 Principles of Kindergarten Education ....... l4 Froebelian Principles .............. l4 Lockean Principles ............... 15 Rousseaunian Principles ............. l7 Models of Early Childhood Education ........ l7 The Development of Kindergartens in the United States .................. Zl Research on Kindergartens in Various Cultures . . . 23 Kindergarten Education in the Arab Horld ..... 26 Major Problems Facing Preschool Education in Saudi Arabia .................. 27 Summary ...................... 27 III. RESEARCH DESIGN AND METHODOLOGY ........... 28 Introduction ................... 28 Population and Sample ............... 29 vii Instrumentation .................. 31 Validity of the Questionnaire .......... 32 Reliability of the Questionnaire ........ 34 Data-Collection Procedures ............ 35 Research Questions ................ 36 Data Analysis ................... 37 IV. PRESENTATION AND ANALYSIS OF THE DATA ........ 42 Introduction ................... 42 Demographic Characteristics of the Respondents . . 42 Analysis of Data Regarding the Research Questions . 47 Research Question 1 ............... 47 Research Question 2 ............... 50 Research Question 3 ............... 50 Research Question 4 ............... 54 Research Question 5 ............... 58 Research Question 6 ............... 60 Research Question 7 ............... 62 Research Question 8 ............... 65 Research Question 9 ............... 67 Research Question 10 .............. 74 Research Question 11 .............. 79 Research Question 12 .............. 91 Summary ...................... 103 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ...... 102 Summary ...................... 102 Purpose of the Study .............. 102 The Study Population and Sampling ........ 102 Methodology ................... 103 Summary of the Findings .............. 104 Conclusions .................... 115 Recommendations .................. 118 Recommendations for Kindergarten Education in Saudi Arabia ................. 118 Recommendations for Training Kindergarten Teachers ................... 121 Recommendations for Further Study ........ 122 APPENDICES A. ENGLISH VERSION OF THE QUESTIONNAIRE ........ 124 B. ARABIC VERSION OF THE QUESTIONNAIRE ......... 131 viii C. CORRESPONDENCE AND LEGAL DOCUMENTS IN ENGLISH . . . . D. REQUIRED LEGAL DOCUMENTS IN ARABIC ......... BIBLIOGRAPHY OOOOOOOOOOOOOOOOOOOOOOOO ix Table 3.1 4.1 LIST OF TABLES Number and Percentage of Respondents From Each City Distribution of Respondents by City and Other Selected Demographic Characteristics ........ Distribution of Respondents Hith Degrees and Those Nithout Degrees, Hith Selected Demographic Characteristics .................. Distribution of Respondents by Educational Level and Responses to Items Concerning Teaching Experience, Teachers’ Self-Evaluations, Perceived Ratings by Others, and Recommendations for Saudi Kindergarten Programs ...................... Means and Standard Deviations for Teachers’ Percep- tions of the Importance of Froebelian, Lockean, and Rousseaunian Educational Principles, by Selected Demographic Variables ........... Means and Standard Deviations for Respondents’ Perceptions of Their Actual Use of Froebelian, Lockean, and Rousseaunian Educational Principles in their Kindergarten Teaching, by Selected ,Demographic Variables ............... Perceived Importance of Froebelian Educational Principles, in Rank Order ............. Perceived Actual Use of Froebelian Kindergarten Educational Principles, in Rank Order ....... Perceived Importance of Lockean Educational Principles, in Rank Order ............. Perceived Actual Use of Lockean Kindergarten Educational Principles, in Rank Order ....... 4.10 Perceived Importance of Rousseaunian Educational Principles, in Rank Order ............. Page 31 43 45 46 49 49 52 55 59 61 63 .11 .12 .13 .14 .15 .16 .17 .18 .19 .20 .21 Perceived Actual Use of the Rousseaunian Kindergarten Educational Principles, in Rank Order ....... T-Test Results for the Difference Between the Perceived Level of Importance and Actual Use of Froebelian Kindergarten Teaching Principles . . . T-Test Results for the Difference Between the Perceived Level of Importance and Actual Use of Lockean Kindergarten Teaching Principles T-Test Results for the Difference Between the Perceived Level of Importance and Actual Use of Rousseaunian Kindergarten Teaching Principles ..................... Results of the Chi-Square Test for the Relationship Between the Perceived Level of Importance and Actual Use of Froebelian Kindergarten Educa- tional Principles ................. Results of the Chi—Square Test for the Relationship Between the Perceived Level of Importance and Actual Use of Lockean Kindergarten Educational Principles ..................... Results of the Chi-Square Test for the Relationship Between the Perceived Level of Importance and Actual Use of Rousseaunian Kindergarten Educational Principles ............... Results of the Chi-Square Test for the Relationship Between the Perceived Importance of Kinder- garten Educational Principles and Respondents’ Educational Level ................. Results of the Chi-Square Test for the Relationship Between the Perceived Importance of Kinder- garten Educational Principles and Respondents’ Age . Results of the Chi-Square Test for the Relationship Between the Perceived Importance of Kinder- garten Educational Principles and Respondents’ Income Level .................... Results of the Chi-Square Test for the Relationship Between the Perceived Frequency of Use of Kindergarten Educational Principles and Respond- dents’ Educational Level .............. xi Page 68 71 73 75 77 78 80 84 88 92 Page 4.22 Results of the Chi-Square Test for the Relationship Between the Perceived Frequency of Use of Kindergarten Educational Principles and Respond- ents’ Age ..................... 96 4.23 Results of the Chi-Square Test for the Relationship Between the Perceived Frequency of Use of Kindergarten Educational Principles and Respond- ents’ Income Level ................. 100 xii LIST OF FIGURES Figure Page 3.1 Geographical Area of the Sample . . . ........ 30 xiii CHAPTER I INTRODUCTION TO THE STUDY Background Education is presumed to be essential in building successful societies. Supposedly, it contributes to the development of humankind and provides society with a means to help construct its own patterns of life. Education is a major concern for developing countries. The main functions of education are to integrate the different sectors of society, to transmit traditional values, and to develop a sense of national identity, all of which are transmitted through the teaching process. In the Arabian Peninsula, education has developed through various stages. For centuries, education in the area that is now Saudi Arabia was offered by the Quranic schools or kgttabs. These schools were modest indeed and were. located either in or near the mosques (Jammaz, 1973). Soon after Saudi Arabia was unified under the leadership of King Abdul Aziz Ibn Sand in 1926, the government undertook to organize the educational facilities into a new system for boys only. Modern elementary schools were introduced in several major urban areas. Organization of the Educational 'n i i Today, general education in Saudi Arabia is a formal system, completely under the control of the central government. The two major organizations that supervise public education are the Ministry- of Education for Boys’ Schools (MEBS) and the General Presidency for Girls’ Education (GPGE). Both are public educational systems and are almost identical except that one supervises male education and the other supervises female education. Preschool through postgraduate education is provided free to all individuals in Saudi Arabia. The aim is to provide students with proper educational and religious guidance to help develop their character and to furnish knowledge that will be useful in their daily lives. mm The government of Saudi Arabia, through the Ministry of Education (the MEBS and the GPGE), has continuously endeavored to develop all levels of education in the Kingdom. Considerable positive_strides have been made in terms of rearranging the public school curriculum, training local teachers, and providing free educational facilities. However, according to Ministry officials, the school curriculum in general, and early childhood education in particular, still need much improvement if they are to help Saudi youngsters cope with the vast social, political, economic, and industrial changes that are taking place within Saudi society. All teachers at the kindergarten stage in Saudi Arabia are women (Al-Khodair, 1988). These teachers have not been trained to teach youngsters at this crucial stage of development. Most of them are not aware of recent teaching methodologies (Al-Khodair, 1988; Bardisy, 1982). These teachers may be concerned about children, and some of them may have had useful experience in teaching. However, neither sentimental concern for' children nor practical teaching experience in itself would seem to equip one to conduct a fully professional kindergarten. In addition to having a concern for children and experience in teaching them, the teacher would also benefit presumably from possessing a thorough knowledge of teaching principles (Ross, 1976). Investigators in the area of child growth and development have contended that the preschool years, from birth to age four or five, have a dramatic influence on the child’s personality and attitudes and are very influential in his/her later development. It has been highly recommended in several research papers and at conferences of educators that universities in Saudi Arabia should adopt programs to train female teachers to instruct more effectively at the kindergarten stage of education (Al-Khodair, 1988). Barnes: The researcher’s primary purpose in this study was to examine the importance and frequency of use of Froebelian, Lockean, and Rousseaunian kindergarten teaching principles, as perceived by female kindergarten teachers in the western region of Saudi Arabia. A secondary purpose was to determine how Saudi female kindergarten teachers evaluated themselves in terms of their effectiveness in teaching. In addition, the writer sought respondents’ recommenda- tions regarding the way kindergarten educational programs in Saudi Arabia might be handled or improved. mammal As a developing nation, Saudi Arabia presumably could benefit from a more well-designed kindergarten program to aid in the continuation of its progress and development. To implement such a program, an investigation of the current status of kindergarten education in the Kingdom is deemed valuable. Current kindergarten teachers’ knowledge and understanding of the Froebelian, Lockean, and Rousseaunian educational principles need to be investigated. Knowing the extent to which Saudi kindergarten teachers value these principles might help program implementers in designing better kindergarten teacher training programs. The study was specifically designed to ascertain the level of importance and extent of use of Froebelian, Lockean, and Rousseaunian educational principles as perceived by current Saudi female kindergarten teachers in the western region of the Kingdom. 8W The following research questions were posed to guide the collection of data for the study: 1. What is the relative level of importance of Froebelian, Lockean, and Rousseaunian educational principles, as perceived by Saudi female kindergarten teachers? 2. Hhat is the relative frequency of use of Froebelian, Lockean, and Rousseaunian educational principles, as perceived by Saudi female kindergarten teachers? 3. To what extent do Saudi female teachers perceive Froebelian educational principles to be important in kindergarten teaching? 4. To what extent do Saudi female teachers perceive that they actually use Froebelian educational principles in kindergarten teaching? 5. To what extent do Saudi female teachers perceive Lockean educational principles to be important in kindergarten teaching? 6. To what extent do Saudi female teachers perceive that they actually use Lockean educational principles in kindergarten teaching? 7. To what extent do Saudi female teachers perceive Rous- seaunian educational principles to be important in kindergarten teaching? . 8. To what extent do Saudi female teachers perceive that they actually' use Rousseaunian educational principles in kindergarten teaching? 9. Is there a significant difference between the importance and actual use of Froebelian, Lockean, and Rousseaunian educational principles, as perceived by Saudi female kindergarten teachers? 10. Is the perceived level of importance of Froebelian, Lockean, and Rousseaunian educational principles related to the perceived actual use of those principles? 11. Is there a significant relationship between selected demographic characteristics of Saudi female kindergarten teachers (e.g., educational level, age, and income) and their perceptions of the importance of Froebelian, Lockean, and Rousseaunian educational principles? 12. Is there a significant relationship between selected demographic characteristics of Saudi female kindergarten teachers (e.g., educational level, age, and income) and their actual use of Froebelian, Lockean, and Rousseaunian educational principles? Astigmatism In undertaking this investigation, the researcher assumed that: 1. There is a need to investigate the current status of kin- dergarten education in Saudi Arabia. 2. The results of this study might provide valuable informa- tion to help plan more well-designed programs for Saudi female kindergarten teachers. 3. The female teachers who participated in this study were able to identify and accurately describe their needs and percep- tions. Limitationmndmmnons 1. This research was delimited to Saudi female kindergarten teachers in schools in the western region of Saudi Arabia. 2. In carrying out this study, the researcher had to use find- ings of studies conducted in other countries because of the scarcity of research undertaken in Saudi Arabia on training programs for Saudi female kindergarten teachers. 3. The findings of this study cannot be generalized to other societies because of cultural differences 'and because all of the data employed are data arising from self-perceptions of the respondents. 4. A particular limitation is that the principles rated for "importance” are stated in very general abstract language, so much so that an effort to then rate them in terms of "frequency of use" raises serious questions of interpretation as to the meanings of the ”use" data. Cautions about interpreting this study’s ”use" data are included in the discussions of Chapters III, IV, and V below. Deflafijmotlcrms The following terms are defined in the manner in which they are used throughout the dissertation. Qay;gang_ggntg[. Traditionally, day-care programs provide at least full-day supervision and emphasize custodial care for preschoolers. At one extreme, day care may be limited to "child- keeping,” in which attention is focused solely on meeting a child’s basic physical needs. The opposite extreme may involve a comprehensive program that includes an educational component, diagnostic services, medical and social services, and a nutritional program--often referred to as developmental day care (Feeney, 1973). Swift (1964) elaborated the basic differences between day-care centers and nursery schools as follows: The day nursery serves the function of substituting for maternal care of the child during a major part of the day. It puts its emphasis upon meeting the basic developmental needs of the child-~physical, emotional, social and intellectual--during that period. The nursery school serves as a supplement to the home experience of ‘the child, covers a relatively shorter period of time, and places its primary emphasis upon selective educational experiences. (pp. 250-51) Heed_§tent. Created by the Economic Opportunity Act of 1964, Operation Head Start was designed to help communities finance child- development centers at the prekindergarten level for low-income children. Broad goals of the program include improving children’s health, confidence, self-respect, dignity, and peer relations; strengthening family ties; providing opportunities to meet various community helpers; broadening horizons; and increasing language competency through varied social experiences (Office of Economic Opportunity, 1965). The essential distinction between Head Start and most other preschool programs is that it is preventive in orientation and has been undertaken specifically to enhance the development of children from poor environments. Head Start’s record of achievement and experience makes it an ideal program to address the challenges of rising poverty and the increasing changes in the family, to provide critical comprehensive services to children and support for families, and to serve as a model for the entire early childhood field (Lombardi, 1990). Ktndergetten. An educational center designed to help the child in his/her initial adjustment to organized schooling. The activi- ties are provided for the purpose of induction and orientation of the child into public elementary school. The kindergarten provides experiences that help the child become familiar with other children, educational materials, and primary learning activities. Kindergar- ten is the part of the elementary school program that provides for children about five years of age (Smith, Krouse, & Atkinson, 1961). Kindergartens today very much reflect their roots. Concern is expressed that young children should participate in activities that are developmentally appropriate and mesh with their interests, abilities, and maturity levels (Morado, 1990). Also, kindergarten should be supportive of children who are considered to be entering school at a disadvantage because of backgrounds and life experiences that are different from the mainstream. Today there is a growing concern that kindergarten emphasize school readiness, to provide adequate preparation for a formal academic program and facilitate mastery of knowledge (Morado, 1990). tungergenten_egeeet1enel_erineiele§. The kindergarten educa- tional principles considered in this study were divided into three categories. References to "educational principles,” to "kindergar- ten educational principles," and to "kindergarten teaching princi- ples” are used interchangeably in this study. First are the principles that emphasize the affective and social development of children through dramatic play and creative activities. Under such principles, a child is free to explore many social roles and to express himself/herself in various modes of activity (Peters, Neisworth, .8 Yawkey, 1985). This stream of thought has its philosophical roots in the writings of Jean Jacques Rousseau (1712-1778). Peters et a1. indicated that this view, which 10 is comonly referred to as the Maturationist-Socialization Stream, is currently implemented in traditional child-centered nursery schools in the United States, the British infant schools, the Danish bornehaven, and many other preschool programs. In the present study, these principles are referred to as Rousseaunian educational principles. The second category of principles of kindergarten education is the one that was advanced by and based on the philosophy of John Locke (1632-1704) and later by such psychologists as Thorndike, Skinner, and Bandura. This view, termed the Cultural-Training or Behaviorist Stream, recognizes the early obligation of educators to teach skills, academic subject matter, moral knowledge, and the roles of culture in the most effective way (Peters et al., 1985). These principles emphasize the need to manipulate the environment by carefully specifying the behaviors deemed desirable and by implementing systematic teaching strategies based on positive reinforcement. The principles related to this stream of thinking are referred to in this study as Lockean educational principles. The third category of principles considered in this study is based on the oldest and yet the most widely established formal early childhood education movement in the United States (Peters et al., 1985). Although their origin dates back to the 18605, the principles are still implemented by modern early childhood educationists. These principles emphasize adoption of the child- centered approach articulated by Friedrich Froebel (1782-1852) of 11 Germany. In this study they are referred to as Froebelian educational principles. Menteeeen1_egreety. The Montessori program consists of three broad phases: exercises for practical life, sensory education, and language activities. The purpose of this method is to develop proficiency with the basic-tool subjects and concepts earlier than is customary in conventional American schools. The fundamental concept of the Montessori method is that mental development is related to and dependent on physical movement. The major goal is to provide "freedom within limits" for the child to develop his/her mental, physical, and psychological abilities. Montessori preschool education differs from conventional nursery school practices in that less emphasis is placed on group activity, less attention is given to fantasy play, and greater focus is given to preacademic and early academic skill development (Evans, 1975). Eteeeheel. All organized prekindergarten programs were consid- ered in this study, regardless of their sponsorship, specific objec- tives, or the professional credentials of their teachers. These programs may range from 'custodia1'-type day-care services to ones with highly structured, cognitively oriented curricula. For purposes of this study, the terms "preschool" and “nursery school” are used interchangeably. Strum. One means of classifying program models is according to how structured their curriculum methods are. Heikart (1967) and Karnes (1969) conceptualized differences in curriculum methods by positing a spectrum of 'structuredness." Programs are 12 placed on this continuum according to the degree to which teachers plan or prescribe program activities and sequence presentations relative to a specific developmental theory. For purposes of this research, Montessori, Head Start, and private nursery school programs are considered to have a structured format. (Nete: The terms "day-care center," "Head Start," "Montessori nursery," "preschool," and ”structure” are not terms that are employed in the data analyses for this study, but they are included here under key terms because of their uses in Chapter II’s review of literature and in Chapter V’s conclusions and recommendations.) Dietriew Chapter I contained background information, a statement of the problem and purposes of the study, need for the study, research questions, assumptions, limitations and delimitations of the study, and definitions of key terms. Related literature is reviewed in Chapter II. Topics considered include Froebelian, Lockean, and Rousseaunian principles of kindergarten education; models of early childhood education; the development of kindergartens in the United States; research on kindergartens in various cultures; kindergarten education in the Arab Horld; and major problems facing preschool education in Saudi Arabia. The methodology and procedures used in this study are described in Chapter III. The population is described, and the data- collection procedures are explained. Construction and translation 13 of the research questionnaire are described. Also included is a discussion of the pilot study, validity and reliability of the questionnaire, and data-analysis procedures. The results of the data analyses conducted for this study are reported in Chapter IV. Finally, a summary of the major findings, conclusions, and recommendations for practice and for further research are presented in Chapter V. CHAPTER II REVIEW OF RELATED LITERATURE W This chapter contains a review of literature related to the subject under investigation. The topics that are considered include Froebelian, Lockean, and Rousseaunian principles of kindergarten education; models of early childhood education; the development of kindergartens in the United States; research on kindergartens in various cultures; kindergarten education in the Arab Horld; and problems facing preschool education in Saudi Arabia. r i r W Toward the end of the nineteenth century, many studies and research programs were undertaken which resulted in the development of' children’s early education. During that period, the early education of’ children became recognized as very important, and interest in kindergartens increased. One leader was the German educator, Friedrich Froebel (1782-1852), father of the kindergarten. It was Froebel who first formulated a comprehensive theory of early childhood education and a detailed method for carrying it out. 14 15 Froebel worked with and taught older boys and found that the early years of a child’s life are the most important ones. He strongly believed that children should receive very careful attention during those years. He established a private school in which play, music, and child-centered activity were the main features of the curriculum. Although this first attempt failed, Froebel did not abandon his conviction that educational reforms were most needed in the early years of childhood. Froebel pursued his ambition several years later by starting another school for young children in which play, games, songs, and other activities were the dominant characteristics. This second school was a success, and in 1840 Froebel laid an important foundation for what would be a later conception: the child-centered school (Read & Patterson, 1980). At the heart of Froebel’s system was his faith in the active nature of learning, the concept of learning through play. He insisted on the natural unfolding of each child’s capabilities within a community of mutual love and democracy where each individual was helped to gain self- realization from positive interaction with others. (Hewes, 1982, p. 345) By the end of the nineteenth century, Froebel reported that kindergartens in Germany had become well-known. The major goals of these kindergartens was to help children develop their capabilities and talents. Wales The role of early education is to prepare children for later education and for integration into the mainstream of life (Peters et 16 al., 1985). According to this line of thinking, early educators have the responsibility to teach preacademic skills, academic subject matter, moral knowledge, and cultural rules. This stream of thought is based on the philosophy of John Locke (1632-1704) and has been endorsed by such American psychologists as Thorndike, Skinner, and Bandura. In programs based on this Cultural-Training or Behaviorist Stream, an attempt is made to arrange instructional materials and the environment according to desired behaviors. Locke’s advice to parents says it all: ”You must do nothing before [the child] which you would not have him imitate“ (cited in Peters et al., 1985, p. 43). Advocates of Locke’s theories emphasize the importance of employing structured, sequential, and highly interesting materials and using systematic teaching strategies based on such learning principles as positive reinforcement and extinction (Peters et al., 1985). Reward and punishment are used to keep children in order. Locke showed how he valued the use of reward and punishment by indicating that adults should engender in children a love of credit and an apprehension of shame. Children will thus have the true principle, which will constantly incline them to do right. Currently, this stream of thought is found in teacher-centered kindergartens and day-care programs. l7 Rousseaunian kindergarten principles can be viewed as the opposite of the Cultural-Training or Behaviorist Stream; that is, they are child centered rather than teacher centered. According to these principles, the educator needs only to establish a positive social-emotional play environment in the classroom. Because virtually inevitable» maturational processes are at work in the child, he/she should be allowed to express him/herself' in many different modes of activity. This line of thinking, which has its philosophical roots in the writings of Jean Jacques Rousseau (1712- 1778), may be referred to as the Maturationist-Socialization Stream. According to the Maturationist-Socialization Stream, children should be left to enjoy their liberty and exercise their natural abilities. They should be left in full possession of those abilities, unrestrained by artificial habits (Peters et al., 1985). Today these principles are implemented in child-centered nursery schools in the United States, the British infant schools, and the Danish burnehaven (Peters et al., 1985). M9dela_2f_Earlx_£hildh99d_fidusatien Modern early childhood education has evolved from the work of Comenius, Rousseau, Pestalozzi, and Froebel. Each of these scholars drew upon the work of those who preceded him, shaping his ideas and 18 practices in light of his own beliefs and in the context of his own times. Their work was modified and amplified by Dewey, Montessori, and the American kindergarten movement, but it remains the foundation upon which early childhood education has been built (Maksym, 1985). During the late nineteenth and early twentieth centuries, there were two distinct points of view about how kindergarten education should be conducted. One group continued to follow Froebel and argued against revising his ideas. The other group was influenced by G. Stanley Hall and John Dewey. Hall was president of Clark University and chairman of the psychology department. He believed that children’s interests, feelings, and play were important factors in planning a curriculum. He also believed that educational theory and practice could advance only when the nature of childhood and the stages of development were clearly understood (Read & Patterson, 1980). John Dewey established an elementary school at the University of Chicago in 1896. He believed that the child learned as he/she used real objects for actual purposes, coped with real situations, managed and understood his/her own experience, and judged his/her own work. Dewey also believed that genuine objects and real situations within the child’s own social setting could be used for. problem solving and learning (Maksym, 1985). The influence of Hall’s and Dewey’s ideas on their own students, as well as on teacher education, accounts in part for the 19 development of the unique character of kindergarten education in the United States. About 1912, excitement arose in educational circles over a new system of education that had been developed by Maria Montessori in Italy. A number of people visited Milan to observe her system. In general, they concluded that the Montessori method did not allow a child to be spontaneous, that the goals of the program were too narrow, and that it was a formal, mechanical system incompatible with current knowledge about learning. Some private Montessori schools were established in the United States in the mid-19205, but most of them were discontinued or changed their form in the 19305 and 19405. However, Montessori schools were revived in the 19605. Some have closely followed the original Montessori ideas, whereas others are variations of the system (Maksym, 1985). Modern authorities in early childhood education have developed several innovative programs for educating children. Hubner and Cresci (1975) described four main approaches or models for early childhood education: the Engelmen-Becker’ Model, the Responsive Model, the Behavior Analysis Model, and the Open Education Model. The Engelmen-Becker Model is designed to develop children’s skills in reading, language, and arithmetic. In this model, skills are broken down into small learning steps, graded from easy to difficult tasks. The teacher or teacher aide instructs a group of five or six children, who are grouped according to ability. The Responsive Model is based on the belief that the development of intellectual abilities and a positive self-image is 20 necessary in preparing children for success in school and later life. According to this model, activities are undertaken for their own reward. Children are free to explore activities, work at their own pace, and make discoveries under the guidance of teaching staff. The classroom is equipped with a variety of ”responsive" toys and materials. The Behavior Analysis Model is based on the belief that failure in later grades can be avoided by teaching children at an early age the skills and behaviors that are required to succeed in school, i.e., reading, arithmetic, spelling, penmanship, and desirable classroom behavior, such as completing tasks, paying attention, and working independently. The program measures each child’s level of functioning (where he/she is), determines the terminal objectives (where he/she should be), and proceeds to bring the child from where he/she is to where he/she should be. The Open Education Model is concerned with realizing the potential of the "whole child," namely, his/her social-affective development as well as his/her academic/cognitive growth. The child begins activities according to his/her own interest and may explore them as deeply as he/she wishes and for as long as he/she wishes. This model has no prescribed curriculum; the success of the program depends largely on teacher competency and creativity. The four models discussed above vary greatly in terms of the tightness of structure and scope of activities. For example, the Engelmen-Becker Model is more tightly structured than the others and 21 has a narrower scope, whereas the Open Education Model has a loose structure and a much wider scope. Each of these models has its own utility and may be more appropriate than others for certain objectives. For example, in areas where students’ academic failure is a persistent problem, a model with a tight structure applied for a short duration may provide quick and valuable results. Conversely, in high-socioeconomic areas, models like the Open Education one may be more appropriate (Hubner & Cresci, 1975). For a country like Saudi Arabia, where education is constantly gaining popularity and comunities and families are attempting to outperform one another in the education of children, no one model can be recommended. Rather, it may be advisable for school authorities to be more eclectic and to draw on the strengths of each of these models as the situation may dictate. In general, it would seem that a midway position between the extremes of the models might be most appropriate (Presidency of Girls, 1984). WWW The Froebelian kindergarten, with its special organization, materials, and teacher training, won favor and influence among liberal elements in Germany. It was transplanted to the United States in 1856 by Mrs. Carl Schurz, a student of Froebel, who started a private kindergarten in her Hisconsin home for her own young children and those of relatives and friends. This first kindergarten in the United States was conducted in German (Cohen, 1977). 22 In time, a New England educator, Elizabeth Peabody, became enchanted with the kindergarten idea and opened the first English- speaking kindergarten in Boston in 1860. She widely publicized the movement and helped organize the first training center for kindergarten teachers (Heber, 1969). ‘The original German name, 151mm (children’s garden) was maintained. It was a good name, with a focus on children, implications of' growth, and a suggestion of idealism--all in one word! As time passed, the carefully formulated Froebelian teaching methods and materials gathered adherents throughout the United States. The first public school kindergarten in the United States was established in 1873 in St. Louis, Missouri. The success of this first class is evidenced by the fact that, by 1879, there were 53 kindergartens in the St. Louis public schools (Allen, 1988). By the beginning of the twentieth century, kindergartens had been established in 30 states; two-thirds of the 4,500 kindergarten programs were sponsored by private, humanitarian organizations, such as churches, missions, and philanthropic agencies (Butts, cited in Maksym, 1985). This growth of kindergartens in the private sector accompanied two views that were popular in society at the end of the nineteenth century: (a) that children needed and deserved loving nurturance and (b) that poor children should be prepared for vocations. Kindergarten was seen as a program that could implement these ideas (Maksym, 1985). From 1900 to 1925, kindergarten education was characterized by debate, experimentation, and curriculum development. Across the 23 United States, people were deeply involved in planning and revising kindergarten programs in light of new knowledge (Maksym, 1985). The diversity of school systems and the large number of institutions providing teacher education make it virtually impossible to give a single, precise description of early or contemporary kindergartens. Throughout the twentieth century, kindergarten curricula and their rationales have been influenced by political, economic, and social events, as well as the accumulation of information from studies in psychology, sociology, anthropology, and child development. For example, in the 19205, programs were likely to reflect "habit training” based on Thorndike’s and Hatson’s ideas (Maksym, 1985). Expansion of kindergarten programs was curtailed during the Depression. In the 19305, the findings of Gesell’s studies, based on his views of maturation, were interpreted as ”age norms” for many kindergarten children. In the 19405 and 19505, the influence of the mental health movement appeared in programs that emphasized social- emotional adjustment. The emphasis on intellectual and language development in the 19605 may be seen as a response to the need for sophisticated competencies in adults in an industrial, technological society (Maksym, 1985). WWW Avi-Itzhak (1988) studied the effects of needs, organizational factors, and teacher characteristics on job satisfaction in female kindergarten teachers in one school district in a major city in 24 Israel. He found that five factors collectively accounted for 62.4% of the variance between "satisfied" teachers and "dissatisfied" teachers. These factors were esteem, autonomy, self-actualization, security, and social interaction. These factors also correspond to Maslow’s hierarchy of needs. Avi-Itzhak also found that age, teaching experience, and organizational complexity played a significant role in female kindergarten teachers’ satisfaction. Tobin, Hu, and Davidson (1989) discussed major differences and similarities among preschools in Japan, China, and the United States. They presented 'outsiders’” and ”insiders’" assessments of Japanese, Chinese, and Ainerican preschools. The authors compared the ways people from each of the three countries conceptualized the major goals and benefits of preschools, quoting preschool teachers, administrators, and child-development specialists as authorities on preschools in their countries. Tobin et al. used questionnaire responses to answer the follow- ing questions: "Hhat are the three most important reasons for a society to have preschools?" What are the most important things for children to learn in preschool?" and ”What are the most impor- tant characteristics of a good preschool teacher?" The responses facilitated comparisons of how three cultures prioritize the function of preschool. Their findings are discussed below. Among the issues Tobin et a1. addressed were the differences in curricula and academics between preschools in Japan and the United States. Hhereas Americans are maintaining preschool and kindergarten curricula, the Japanese are spending little time 25 reading, writing, and counting in their preschools. The deemphasis on narrowly defined academic subjects in Japanese preschools does not reflect a lack of interest in academic readiness, but rather is part of a long-range strategy for promoting children’s educational success (Tobin et al., 1989). Another interesting finding was that Japanese, American, and Chinese parents’ overindulgence of their children needs to be corrected. Children in all three cultures need to become more independent and self-reliant. The authors pointed out that cultures make all sorts of differences in parents’ investment in their children, in part because of the differing environmental, ecological, and geopolitical pressures they face. Tobin et a1. referred to the dominance of female teachers and administrators in kindergarten and preschool. Although the kindergarten is a relatively new institution in the three cultures, kindergarten practices reflect long-standing values and traditions of sexual inequality and gender-based distribution of labor. Finally, the authors emphasized that preschools are more a force of cultural continuity than of cultural change. Hith the dramatic changes that have taken place in the Japanese, Chinese, and American societies in the last 20 years, people look to preschools to play a major role in minimizing the undesirable effects of these changes on the lives and attitudes of young children. In a recent master’s thesis, Maddah (1989) investigated the importance of the kindergarten as a stage of the educational system in Saudi Arabia. The researcher focused on the effect of the 26 mathematics curriculum at the kindergarten level in forming some of the mathematical concepts of first graders. The research hypothesis was: "There are no significant differences in forming some of the mathematic concepts of first grade elementary school children who joined kindergarten versus those who did not.” Maddah found that there were statistically significant differences (at the .05 level) in the formation of mathematical concepts between first-graders who had had the opportunity to attend kindergarten and those who had not had such an opportunity. The kindergartners did better. K1ndersarten_Edusatien_in_ths_Arah_!9rld The need to establish kindergartens in the Arabic countries, particularly in Saudi Arabia, was emphasized at a meeting of the Arabic Council for Childhood and Development, which was held in Cairo, Egypt, in July 1989. The main objective of the meeting was to develop and promote kindergarten curricula in Arabic countries, including Saudi Arabia, and to offer training for females who teach at that educational level. During the meeting it was also recom- mended that the training of female teachers should be based on the most current strategies and criteria for contemporary kindergarten programs. Conference participants referred to the importance of establishing ideal training centers for female teachers in different regions of Saudi Arabia. One important aspect of the development of kindergartens, as stated in the-meeting on early childhood educa- tion, was to increase public awareness, which is of crucial impor- tance for this stage of learning (fledge_fleily_flen§, 1989). 27 Pr i Pr h n i A i Bardiesi (1982) conducted a study to determine the status of kindergarten education in Saudi Arabia. She investigated problems that face kindergarten education in relation to teacher training, objectives, kindergarten programs, educational games and media, daily problems of children, and family cooperation. The major problems she discovered were as follows: 1. There is a shortage of educational media for kindergartens. 2. Teachers are asked to produce educational materials although they have not been trained to do so. 3. Training workshops do not teach teachers how to produce educational materials. 4. The kindergarten buildings are not suitable. 5. Most of the videotapes used in kindergartens are not suit- able for children of this age, or they are in English. Sumarx A review of literature related to this study was presented in this chapter. Froebelian, Lockean, and Rousseaunian principles of kindergarten education were discussed, as were models of early childhood education. The development of kindergartens in the United States. was described, and research on kindergartens in various cultures was presented. Kindergarten education in the Arab World and problems facing preschool education in Saudi Arabia were also considered. The methodology for the present study is described in Chapter III. CHAPTER I II RESEARCH DESIGN AND METHODOLOGY lntmflusiim The researcher’s primary purpose in this study was to examine the perceived importance and frequency of use of Froebelian, Lockean, and Rousseaunian kindergarten teaching principles, as perceived by female kindergarten teachers in the western region of Saudi Arabia. A secondary purpose was to determine how Saudi female kindergarten teachers evaluated themselves in terms of their effectiveness in teaching. In addition, the writer sought respondents’ recommendations regarding the way kindergarten educational programs in Saudi Arabia might be handled or improved. The methodology used in conducting the study is described in this chapter. First is a discussion of the population and sample and the number of respondents from four cities in the region that were surveyed. Development and content of the survey questionnaire are described next, followed by an explanation of the data- collection and data-analysis procedures used in the study. The research questions that guided the research are restated, along with the statistical technique(s) used in analyzing the data for each question. 28 29 We The population for this study comprised all female kindergarten teachers in the western region of Saudi Arabia--in the cities of Makkah (the second largest city in Saudi Arabia), Jeddah, Madinah, and Taif. An effort was made to identify all the female kindergarten teachers in these four cities (about 300 teachers). The questionnaires were distributed to teachers by administrators of the kindergarten institutions, but the administrators did not participate in the study. Two hundred forty-one teachers returned completed questionnaires, a response rate of approximately 80%t This response was deemed satisfactory for purposes of the study. The sample consisted of volunteers who were working in this stage. Thus, selection was not random. Figure 3.1 shows the geographical area of the sample. Table 3.1 shows the number and percentage of respondents from each city. The majority of respondents came from Jeddah (36.8%) and Makkah (33.9%). Only 29.3% came from Madinah and Taif combined. The disproportionate percentage of respondents from Makkah and Jeddah is understandable because those cities are much larger than Madinah and Taif. There were 117 private and nonprivate kindergartens in Saudi Arabia in 1988. Those kindergartens employed 3,902 teachers (Saudi Arabia, 1988). 30 .mpasmm mgu mo amen _mu_;chmomw ”_.m ocsmwm 0 5.23.53 0 IQ 2.1.31 39:. 5.3.. 911-11 (11:11, at; 1, at}; U1. .5:_:._. 1.1,.“ .5... 41.1.1 get-.3 (,1 5.5.1:... .53le .53.. 1.: 3.13;, .t 51.1.1.1} 9.131 1.: 2.1.1.21 .5. 9.: .-_.1JL,.11 ,1 gram (3...... “1. 2.1.931 g1 ..-1:_.1.: 211.514. .2113 u.11 a132,, :11. 9.: Sub—‘11 ~11: .3: ~50 mile.- .gvgmwgssmnac. éwflmaflm» 133 1&1... Jualialdllhm31 :,13@.-1,:...,1:1.-..:11.Ififimnflu/‘sfi 1.1,11.;..119_a:,1,.,1s1 :,:1.;,.,x1g..:~1/‘1,:1: :,11,1:,1,.,51¢,:;.11sisg.1:,:1.119,95553111/‘131: ,..‘11.;.-.11.1,..:11u.l=.:.e¢a 5,..91.,.11.u.1.:.11.1.:.:.21u.11.31e9.i.:1z 1,3,/'1..,1, H91.,.11.1...3119..¢a G,..':11.,.11..‘,.....11,.1...-....:11wag-.11:W} ”91.3.1.1...21“. 11:41.1... h...a11.,.11..,1.:.11.11....1119.1.1.4....11 ,...’:11.;...11.1...311,_,.p¢a,1:1, 5,...1.,.11.g1.:.11 .1_...i11.,1.....1. 1-19113abu..{ 1.3, . " 511' , 12,111.12ng Midi-75.811111 ”a; thE‘" C“ L9”. guid‘WIJgulng 14914113413 1591 Kala 1.31.1 1 1' ® 1 9.1393114" 1 1' 1- (D Eri 1.1.. 1.1:. a... ..1:11,1_.-..:.y1 :,1:s11.3,11u.1. :,:1. 19: .31 c... ;.1..11,11:11 ,3. be 1.3 1,... E,1‘1...,.,s,,.:.....45.5, 1.11 11.1 4.1.11.1...” 1.51.11 ,3..‘:11.5.11 ,3... C,1;.:1....1.i..11.-1.1.1.:;..191..:{z.11e1131;.:..3 3,31,14,51,. z\-- ”111% 1.0301,:1...1...11.-1.1.5.:.19m1'1:1..i11:11.-.-.::,:1.1._..°,¢1,.xv.u11x a. ma 5,.-,131,..:.1...11.-1.1.:;...19.-.s{'1..1,1 ‘1,.1-.11:1-.a..-.::,:1. 53.113131“ u11x .,...91.,.11u1.a15;._.u;,s..1;s.,. ,1_.:_:.:11r ,1:.111,3,11u1.:,:1.¢.;,;,1a,11:.11 1:1. ;,.,..91.,.119.1 1.1.11 1...? 1,...111. 1.1 - '19. x v. .le =- 0312.157- ce-s. 1.11 1.19.51. 1.6 11141 e-m' 3.1-315311 Fish: -‘-'1 ail-11.1 3.: 134 :del 3.1.1311 3.4311 1,1111 fem;- 1.1.1.1111 flu. “141*- ti" 1.... ’1..1,1‘1,.1~. 1:1,.1 :.1. 1.1.. . -- 1 - .' . ‘l - \ '1' 1' I Q. 4.1.11 “Jen M 0‘ (JUL! ELa: ‘ T 1' 1 (k )UJJ ,1“. [3.243111% ‘ I T 1 C'h—n‘ ,JLinl 1‘3“ '53-’52 1'21 2+: \ 1' r 1 {eke-£1 1.11:5 1.9-3“: 1311-15 9““ 1.9-1J5: ‘ " 1’ 1 JJJLHQP. eta-UIHJJJUI 4.133094 \ ‘ 1’ l _.s_-.;,¢..:.:;,11.1.11u1., 1:11., 19.11 c113,}: \ . . , ,1;,;,.11.i.111.11'1.,,_,.:1:.1.1.1,.1. 1 r r 1 2.91.1.1 LL..1_.. ”.95.. 5,1 1.1:... 111.11 answzwlwuswi ‘ . -. 1 ° .1...1 11,1141 1 1' r 1. ““34?“ 2.3.21 9" LP" 1 1' r 1 431.10.; MI .11-J! 351311;»: .235-'4‘: \ t I’ I WL.‘ 91:31:13“ Ugfl‘ofie \ t 1' i L1131.11,”:1 1 1 1 , 1.1.1.1.»...1waem ea: , , 1 1 14.11.11,.51,..111 135 1,..1111 2.1.111 M1 zw‘gi rod-x; 1.14.... 1+- 1......- l..i,i'1,.1: 1:1,..1 :51. 1.:1. \ T 1' I .1113"; QJSNJ‘UQ. “)1Jm91 “:31 9.3.9: \ 11' r 1 \ '1 '1' I J11.“ Seal-J. 3.3.911? 1...... L319,“ \ t 1’ I \ 1' 1' 1 {JIM 94 Swill L11.31.91 @933. #133 1 1' 'r 1 Hire-3 Jlfldl t... 15:... 5,313,511, xen'JJ'wli'ullwh-s' - . 1 1' 1' 1. £121.11 2.9.111 JLELYI “.1... .31.... \ . r , ammo-111,121.42. .1511». 1 1' r 1 hhéheggIUJJlahhAuLfi-g \ 1' r i JEMgUIot-tl WHgSHJiUI GLLUJJtlefiJGLll-‘pn \ ‘, 1’ i. QIJLUI 3.3317,]..ng (.341 Y'% \ ‘ r ‘ «1.1m: \ , . , 151513.141 ,1u.11.1.-..1,c..1..c. , 1 1' 1 N'éfium" '91-'44“ 11:23. 136 11.11:! 2,111: 1545* 1.1.1.111 r“)?- 1.1.9... H" 1‘11“ 1.11,: 1,.1; 119.1 1.1. 1.11.. 1 1 1 1 .1111 u1.11.1511 91911.1...1951111 \ ‘ r 1 WW1. 1 1 1 1 14...}... ‘1:.“ 111.91.... “Jr. $3.3 ‘ 1, 1. ‘ lfiUfiJg-l‘ukaégs \ 1 r . dggwguwalgzgmgaifi 1 1 r 1 meltml..1,u2.x 1 1' Y 1 JULY! ”31.” .:.L’.L.‘.‘.'. f“: a; $1.13: \ '1’ V f. .531." .111 1.,111 J11. Js .LLd «um-L. 1 1 1' 1 . .JJJKLHQJ' "l . 1‘1“- . Jamal 941311.... ‘ 1 1 1 wlqfiuw ‘ ‘ V ‘ men-14:5»..Su'. 1111-11.... ‘ ‘ V ‘ \ V y l “.1: Elite.“ ELL." ”1:”. mel “a“; 9.5413 ‘ ‘ f 1 JAJIfiwuwmlgwl 1 1 . : 1.1....11111111... 1 1 v ‘ $11.15.: 1...... “111.111: 111.1. 95.91.53” \ 1' Y \ \' Y \ V T \ V T \ \' T \ Y Y \ ‘1' T l 137 1,111 .mgugaiugluuugfi 1.13 13:11:13 H5451 1.1-! 19.13" 1.11.11 Lfiidhfll b.1151 1.1.1 .151 J M1933rfiewymlyl “-‘i ”‘5“ *3“ “‘0“ .r’! 1,543:- 1.3 11.1mm,“ 31‘3- 1.13 {.3 L134,“ 1.1.. “.1. a... @Q9aolsi*@‘3§‘t 11.11.139.11 9.3 :13.“ C..J.:.¢.§J.J1u|&13 1.11.11J1u111a1. .31....1. I @m‘Mxh-‘J‘hhwi nmuglgwtmy... ‘AEMbiJmiulP-rflL-likfié 11" 121-31.56115: 13" ‘3 .13-“'13P: 12L“- 131599,..39211ng1gmx. obit: cur-L. .1111. 91 ;,..1. Jury: Mlaww 138 —: gJC'JI Hill 1......111 .LJMIJ... 111.431.11.941.“ 1111.11.1.J.g1;.11.;.1|9.1 .£339.11”Wigsflrfim5dyJLyafluob3hlthingfiJ We1...:11891....u_1 J11; 11,1111— 1._...l.ll 3.1.JLIQJJI3H ' u“.‘:.u“5-.J”-?u-3 .ehéu'gfi Hymn...— [Mb‘g443}6351—- .111- 1 smwlmwwmgn 71“.:le— 114w.»— 13,11“).— 111211111114 11.13.1— 11.11-— 3.3.11..— 3.1.)?— 1.111111111111111” (1.13 ..... [ wwé Y... 139 1M'J—ihfl-W .19: {41"} \--~c.-Ji'l— \1‘1‘1-1..._ “MK-10..— Vi‘fl-V..._ \‘flM—Yo.._ 1111—1..._ £‘1‘1‘1-1..._ o... 9.351 141...: 11.111.141.14 23L...“ - 1.1.911— 1Jfihfliohbflarfi9flofiliswfih-A )Kuzblfis... __ ..-_-.le.....\' -\;,.. __ ..:.IJ.°....‘1 -1;,.. _. dink-V“). _ 3511.15... 1. C:- __ 11111991111Jmhylygulmggglaglmmaag—1 muzggflgs11_ g3,fll€..uJ.JIQJJI.JJYL_._ .gugigglglgwuylemelfiwg_ .11....uxg1meg- 140 . Jfihfllohbpmgluumhisfim 1614—41393 931- 1. .aJI¢i*MJ.iygsi .11-.1- .agluag...Js.:.J..19.-11.1.1- $111.11 1.3.1.1119111 111.1- ..._.J$.1.J..ii.11..9111 .11-.11.. 111.211.11.11 .11....1,..:.t.1211...=11,11 1.._,.yl,.=.as 11,114.14 - 11 sdfihvlchbfiw JkMgLr-au-LMH- .waekfilwfigg- .49Mbl4gbqpflgnimra- .13oumiunguugniWH- éififl'éiaéfldsa Afikafibawifimll'awiwqi- \Y . 2.311,..." 1199-" l‘alol‘fiJmhil'othMLé-zfu. . 1.....11119111 mngmVIJngmmamaémi... - 3.1—£311.».J-139'w‘fiu1‘ bin-2&1 Cw" awake-H- . ZLJJ-iewfidwg-kdrd'ud'ewukefi- rrléd-‘éathJ-Ad' @M' 19;.“ 131.119.12.351 aubuhefi- WESQQGJJ'guwfl'JégiuM-U'ukam' ”5);? 5.15111- 41391231 11.5.21 APPENDIX C CORRESPONDENCE AND LEGAL DOCUMENTS IN ENGLISH 14] Sad June 1983 APPROVAL OF DISSERIATION PROPOSAL ‘ To Graduate Student Affairs Office (To be submitted by doctoral student immediately folldving approval by his Guidance Gomittee.) Title of the Dissertation (may be tentative but should be accurate and descriptive): 1. 1.4.4512... 11.21.7221 1.47 14191.04!” MM W P1411; MRI) A fut/ea MWMM Anticipated date of completion: WA) /?f0 Date approved by Guidance Comittee: /F[m4~a/Lq :27fld Student's major field: @W/(MZM JWZJL Student number: ‘ - p50 {/2 Student' s name: MVSLAf/i F; L. [M 84M lease print legibly) 'Student' s signature: fly Guidance Gomittee 1%:(51 wayward): z % Chairperson° Date: 7‘— “31512 lfié , JVM/wf Date received in SAO I42 MICHIGAN STATE UNIVERSITY mcom oummomm MWG . macaw . «ac-1m HUIAN mm (11011131 3“ sum HAIL I517) ”34"” March I2. I990 IRB# 90-099 Mustafa Filimban 8070 Cherry Lane Campus Dear Mr. Filimban: RE: 'THE IMPORTANCE AND USE OF KINDERGARTEN EDUCATIONAL PRINCIPALS IN SAUDI ARABIA, AS PERCEIVED BY FEMALE KINDERGARTEN TEACHERS IRB# 90-099' The above project is exempt from full UCRIHS review. I have reviewed the proposed research protocol and find that the rights and welfare of human subjects appear to be protected. You have approval to conduct the research. You are reminded that UCRIHS approval is valid for one calendar year. it you plan to continue this project beyond one year. please make provisions for obtaining appropriate UCRIHS approval one month prior to March 12. 199l. Any changes in procedures involving human subjects must be reviewed by UCRIHS prior to initiation of the change. UCRIHS must also be notified promptly of any problems (unexpected side effects. complaints. etc.) involving human subjects during the course of the work. - Thank you for bringing this project to our attention. If we can be of any future help, please do not hesitate to let us know. Sincerely. J K. Hudzm, Ph.D. ’r, UCRIHS JKH/sar cc: 8. Behnhorst Fl’aflfl I43 MICHIGAN STATE UNIVERSITY CDUIGE Of EDUCATION 0 comm 0' main EDUCAIION EAST LANSING ° MICHIGAN 0 488340.“ February 28, 1990 Dr. fiamad Al-Salloom . c/o Saudi Arabia Cultural Mission GOO New Hampshire Avenue N.w. Suite 500 Washington, D.C. 20037 Dear Dr. Al-Salloom: I have been asked to provide you with a progress report on Mr. Mustafa Filimban (sti 8819629), who is my advisee, and who is a doctoral student in our program in Curriculum Instruction. Education Technology is his minor field of study. Mr. Mustafa Filimban has made good progress. He has completed his formal course work. He passed his comprehensive examinations. He has submitted his dissertation proposal to his Advisory Committee, and it was approved by the committee members on February 27, 1990. It will then be necessary for him to return to Saudi Arabia starting the 10th of March of 1990 to June 19th of 1990 to gather the data needed to complete his dissertation. The title of the dissertation is "THE IMPORTANCE AND ACTUAL USE OF KINDERGARTEN EDUCATION PRINCIPLES IN SAUDI ARABIA, AS PERCEIVED BY FEMALE KINDERGARTEN TEACHERS . " Please contact me for further information if needed. Sincerely yours, AiW I Ben Bohnhorst Academic Advisor I44 MICHIGAN STATE UNIVERSITY mammufim MWOWOWM wmammmm ummwmmm Mammal. 14 September 1990 TO WHOM IT MA! CONCERN: This is to certify that I have reviewed the Arabic version of the questionnaire entitled. "The pereieved importance and use of kindergarten educational principles in Saudia Arabia, as pervieved by female kindergarten teachers... I found it true and correct translation of the original document written in English Language by Hustafa Hassan Filimban. Ph.D. candidate of the Department of Teacher Education. College of Education. Michigan State University. is. Halik Bella Instructor of Arabic Depamlsnt of Linguistics and Germanic. Slavic. Asian III African Languages Michigan State UM Wells Hall East Lansing. Ml 48824-1027 Tm: ”VIII-010 Th: «em-ms m Cfl: mo ESQ WBOMWHWW APPENDIX D REQUIRED LEGAL DOCUMENTS IN ARABIC I45 Kingdom of Saudi Arabia 3.1:}...JI 1,,an 1Q.“ Mine", of Higher Education . ””34““ Cir-ll 5315 J Cultural Mission To The U.S..-I. ' - '92le “xii aid )1. 3,1131 wt CD. .15.... 1; w... .a—wr-IJ‘L" UJS—J J._.3‘,..Jl L__.__,.L-JI¢.L..IJ.111 6).—1‘41.” 1.1.1.? J___..S; 3.11.: 1 H; 0.000 h—ZNSflJ ‘u—DI 1.9.2., rS—“IJ‘ (M H gab-em / .11—J 3H)...” #91:.42... QI fSSJM—a—u 341—51 .1_,.___'. u——J'1.--b itinerant-.- Ugh-flethp-fisu(M-1nn)ot-.-D e .'J.’:-SJJ‘ b’stLfi. LBJ! uh)“ C“: m L_s.l..nunyl.,_111:,v.sa.nwu WM .5111. 3.4.110... v—Jue-L'J' Lieu-x pWWgfi-u' 1:34- Uh‘fiIJJJ-fi-e ‘4' ~52, . 1.1.2.4 bunny-1.1.1 1.1.1.41 . 1.1.1.4.,» 1.1,, #11 ,5.me1.,.151.11.,1. 1......» .2 .15,- 0'54‘ 3.2.”: ‘3 v-UJ .21/55 9'3“?” 3.2..“ LJ’ 95349-4 1.3—4.25 . “Jag—1U Linda}; 0 O O O . ‘—.__b. ' w mldd‘ ‘.g.. T 1111 hi“ PAL—B) 00-0 V—JL’fishfi-JL; fSJ; 'HH‘JT‘QTH 1.5—— ~.. . .. QHE‘LJImLJI CfiJIf'Iaylr ’LL'J‘am-Iuiyif 9.) 1‘th *1 ,1 57 —- :14}— aged '1'. ’211’ LL-I . .1 [1:0- . 1- ) L? .)"/‘ ‘PJ' 600 New Hampshire Ave.. N.W.. Suite 500 0 Washington. D.C. 20037 0 (202) 337-9450 0 Telex: «067-1 ELMIAH I46 2.34M! 9J3." ml 3L1." W' 34%., Album—:- «4" 5454‘: W‘ “-5-." W 4.“: ,fi \ ! .Lfiliggéuglrgfig»/g,b ! m mmrmw , L.-'.:_'.."_.;t"'-~ ‘- .- °" 5 l a“--" ..........__,.v I g 00.1.: ;__.. gr“. / a..." 24*»: 34...:41 .31...st g" hub," 4.1... pg. : 6.3:” 2...»? ) 0.9,, run, 2.3.3: 9.; .Jldxm 21L.) 9.31.... a... . 1,4,. L43...“ cr 25.5.1: 22w: ‘55 “Jun Lynx.” July: ":.L.., 21...... 1,3,3: 3 - ( 11"...” GIL—LI» 4:33: 53...;- Z‘D‘JJ' laud. .. ria’mrglfrflw'su . wvwr;.lg¢uwrvm| J‘%i v . CH . 9"? \ dx‘ :33 a: " " “ v—'L:~ °"" r0: " ‘ \ 7‘ "DHa‘ * § '\ \ .3 i 2.3.. \ -— «-._.\ . \ 2:4ng J55: - f‘ If) 3 if“! .2...” L4.“ on: .-.n . z .' ;' \1‘ \‘. . J I C / ff“ [#q—J 3 / \ ‘ . ' i\‘ ‘K \ w \I .321; ml bi/‘ik; 5...... .a [fig] (9)7 I r! V\O;?.wm‘\ ! I 0 ‘aflfl “:53." 3494.,11uu ”v5; nu n. ’M '7- "up. a - uvnu }'04I-" - —[ 147 {31‘ zgmgmwguw 3“ _ )- ‘1 ' “-1-: cr-' -; LL.” 0 5Ufl301-"3-a-J, {(‘J‘er—‘J' q_..J.J-J|..:...,J!, LLJlgL—JJJJJ defnz...,l..¢s,.,u¢ an”: 59:..." W'Lf Mg? 041-1""-b\ti- [1/‘ (11,12, (”44(3) h...» “.5 .954“sz fiwc... "Ami. “1.1;. seiv—As c,» unu- L_..l.u:...l, .J'Ma Y'J‘u “-59-. HHP'w-‘I' 3—9-5' )Lt-‘r-i’r Fit-"3 o .LSLL-y' C3,; I‘L J_,....L, JULYIJLercLL. db 'L_:i:...5'| 01”,. ..:,<.:.._.a,.- H.1- . '53UIJLL: ‘1. 4..., q’ Luz—:4. quldiq—‘YI u” Jyyl Cr “(‘1’ .:...,.. I“ BIBLIOGRAPHY BIBLIOGRAPHY Abdel-Uassie, A. w. i i ia. Great Britain: Macmillan, 1970. Al-Abdulkader, A. A. ”A Survey of the Contribution of Higher Education to the Development of Human Resources in the Kingdom of Saudi Arabia." Ph.D. dissertation, University of Kansas, 1979. Al-Afendi, M. H., and Baloch, N. A. Curriculgm_gng_1g§cngr. Jeddah, Saudi Arabia: King Abdulaziz University Press, 1980. Al-Gazali, M. h 1 m A . Cairo: Dar A1 Kutob Al-Arabiah, n.d. Al-Khodair. "- K. Edusat19n_5u1danse_f9r_£emale_K1ndergarten h r bi . A study funded by the Ieas_eL_1n_the_A_a__s_§ul£_£euntries Educational Bureau in the Arabic Gulf Countries. 1988. Allen, A. T. ”’Let Us Live With Our Children: Kindergarten Movements in Germany and the United States, 1840- 1914. ” Hist9rx_2£_£dusat19n_nu_rterlx 28 (Spring 1988): 23- 48 - a ' ' N us. No. 7938. January 28, 1989. Al -Zaid, A. M. Egggatig__in_§§ggi_A_gbia. Translated by 0. A. Afifi. Jeddah, Saudi Arabia: Tihama Publications, 1981. Ary, 0.; Jacobs, L. ; and Razavieh, A. Education. New York: Holt, Rinehart, and Winston, 1979. Assibaey, A. Ia:13h_flak§gh. Makkah, Saudi Arabia: Ianikh.fiatkab. 1979. Avi-Itzhak, T. E. "The Effects of Needs, Organizational Factors and Teachers’ Characteristics on Job Satisfaction in Kindergarten Teachers.” JnuLnal_9f_Educat19nal.Administratinn.26 (November 1988): 353—63. Babbie, E. R. §urygy_3g§gangh_flgtngg§. Belmont, Cal.: Wadsworth, 1973. 148 149 Bagdady. A W11 F1 A1 MumLJh—ijanAl -A MW. Jeddah: Dar Ashshorroug, 1982. Bardiesi, E. "Curriculum Development for Kindergarten." Master’s thesis, Umm Al-Qura University, 1982. Ben Laden, R. "The Development of Kindergarten Administrators." Master’s thesis, Umm Al-Qura University, 1983. Berger, 0. 1 r ' v Portsmouth, N.H.: Heinemann, 1988. Borg. H. R.. & Ball. 11. 0. Wm. 4th ed. New York: Longman, 1983. Cameron, N. S. H. "The Effects of a Program for Mothers of High- Risk Infants.” Ph.D. dissertation, Wayne State University, 1983. Cohen. H. D. W. Englewood Cliffs. N.J.: Prentice-Hall, 1977. Davidson. H. H. W. 1989. Day, L. J. o v - Ph.D. dissertation, Michigan State University, 1987. Dewey, J. £59g:1gngg_gng_£dgg§t1gn. New York: Collier Books, 1963. Diab, F. Te P - . Egypt: 1986. Evans. E._ D. W New York: Holt, Rinehart and Ninston, 1975. Feeney, S. "Child Care Debate: Key Questions.“ Congas; (July- August 1973). Froebel, F. Ing_£dgcation_gf_fl§n. Translated by Hilliam Hailmann. New York: D. Appleton, 1904. . Letter to Duke of Meiningen. Quoted in Michaelis, Autobiogranhx Do 74 Letter to Von Arnswald, Keilhau, September 1847. Quoted in Heinemann. W Good, C. V., ed. Qigtigng:y_gf_£dgggtign. New York: McGraw-Hill, 1959. 150 Gordon, I. Early_§h11onooo_£oooation. Chicago: University of Chicago Press, 1982. Hewes, D. N. "The Froebelian Kindergarten as an International Movement. ” In Early Childhood Edogat jon; An Internati onal Eorooootixo, pp. 345-77. Edited by N. Nir- Janiv, B. Spodek, and D. Steg. New York: Plenum, 1982. Hubner, J. J., and Cresci, M. ' ' 1 vel n l Pr r . San Francisco, Calif.: Far Nest Laboratory for Educational Research and Development, 1975. Bethesda, Md.: ERIC Document Reproduction Service, ED 129 451, 1975. Husaini, S. H. A. "Principles of Environmental Engineering Systems Planning in Islamic Cultures.“ Ph.D. dissertation, Stanford University, 1972. Jammaz, S. I. "Riyadh University: Historical Foundation, Current Status, Critical Problems, and Suggested Solutions.” Ph.D. dissertation, University of Southern California, 1973. Jens, S. "The History of Early Childhood Education.” Intgrnatiooal W 16 (1984): 1 Karnes, M. B. 1 Dioaoyaotagoo_gn11oroo. Final Report, Vol. 1. Hashington, D.C.: U.S. Office of Education, 1969. Khurshid, A. EL1oo1oloa_of_1§1amio_£oooation. Lahore: Islamic Publications, 1967. King, P. H. "Comparison of the Impact of the Extended Day Kindergarten Program.” Ph.D. dissertation, Hayne State University, 1984. Lombardi, J. I'Head Start: The Nation’s Pride, A Nation’s Challenge: Recommendations for Head Start in the 1990s.” loong_§hiloron 45 (September 1990): 22- 23. Maddah, S. S. 'The Effect of Attending Kindergarten in the Formation of Mathematical Concepts of First Grade Elementary School Children.” Master’s thesis, Umm Al-Qura University, 989. , Maksym, J. H. ”Selected Indiana and Michigan Kindergarten Teachers’ Perceptions of Their Needed Professional Preparations and Desired Competencies.“ Ph.D. dissertation, 1985. 151 Mehrens, M. A., and Lehmann, I. V. MaaaoLamoot_aoo_£yaloa11oo_1o P . 3rd ed. New York: Holt, Rinehart and Hinston, 1984. Morado, C. "A Look at Kindergarten: Past and Present Practices." In Ihe_Dexelen1ng_KindergartenL__Enograms._9nildren._and Toaohors. United States: Michigan Association for the Education of the Young Child, 1990. Masher, C. A., and Kalton, G. (1972). Sorxoy_flgtnoo§_io_§ooial loyaatigatjoo. New York: Basic Books, 1972. Naoua_flaily_flogo (Makkah). Number 9264. July 19, 1989. Nashif, H. Eroaonool in the Arab_flor1o. London: 1985. Peters, D. L; Neisworth, J. T. ; and Yawkey, T. D. r Education;__£rom Theory to Prestige Monterey. Calif: Brooks/Cole, 1985. Read, K., and Patterson, J. 7th ed. New York: Holt, Rinehart and Hinston, 1980. Robison. H. F.. and Spodek, B. New_D1reetions_1n_tne_Kinderganten. New York: Teachers College Press, n.d. Ross, E. D. r Athens: Ohio University Press, 1976. Saudi Arabia. Ministry of Education. [no Eoooational Eoljoy jn Saud1_Arabia. Riyadh: Al-Nassen Printing, 1977. Riyadh: Al-Nassen Printing, 1981. . Edusat19nal_Stat1st1ss_1n_the_Kingd9mL9£_§audi_Arab1a. |3th Issue, 1979-80. Riyadh: National Offset Publishing, 1981. Ministry of Planning Eourtn_Dexelonment_£lan._l§9§;1519 #131.1986. Childcare and Development Seminar, November 1987. . Presidency of Girls’ Education. Eoooation. Riyadh: Presidency of Girls’ Education, 1984. Presidency of Girls’ Education. Statistical Department. Riyadh: Presidency of Girls’ Education, 1988. 152 Shaker, P. I'Curriculum Change in the Developing Countries: The Case of Saudi Arabia." Paper presented at the Annual Meeting of the American Educational Research Association, Boston, Mass., April 7-11, 1980. Sharbini. Z. MW. Egypt: 1988. Smith, E. H.; Krouse, S. H., Jr.; and Atkinson, M. M. Ibo ’ i . Englewood Cliffs, N.J.: Prentice- Hall, 1961. . Smith, M. "How Could Early Childhood Education Affect Families?" Young_9bildren (September 1978): 6-13. Swift, J. H. ”Effects of Early Group Experience: The Nursery School and Day Nursery.” In W Boooanon, I (pp. 250-251). Edited by Hoffman and Hoffman. New York: Russell Sage, 1964. Taylor. K. 1!. W. New York: Teachers College Press, Columbia University, 1967. Tobin, J. J. ; Nu, D. Y. H. ; and Davison, D. H. Yale University Press, 1989. New Haven: Tyler, R. H. Chicago: University of Chicago Press, 1949. . I'Parent Involvement in Curriculum Decision-Making: Critique and Comment." Bethesda, Md.: ERIC Document Reproduction Service, ED 131 596, April 1980. Ulich. R.. ed. W- 2nd ed. Cambridge, Mass.: Harvard University Press, 1963. Umm Al-Dura University. Department of Psychology. Official Docu- ment #137, 10, 16.1408H. Makkah: Umm Al-Qura University, May 1988. . Stooont_§o1oo. Makkah: Dar Al-Thagafaeh Publishing Co., 1982. UNESCO WWW (Twenty-fourth Inter- national Conference on Public Education. Publication No. 230. Geneva: UNESCO, 1961. . Publication No. 116. Geneva: UNESCO, 1953. 153 UNICEF. "The Choice and Use of Play Materials for Group Pro- grammes." In I9ward_a_B91ter.!orld.£or.£hlldren. New York: Oceana Publications, 1963. U. S. Office of Economic Opportunity. Booor1_oo_£§ojoot_floao_§aagg. Nashington, D.C.: Office of Economic Opportunity, 1965. Unruh, G. G., and Unruh, A. Cornioolom_floxo1ooooot. Berkeley, Calif.: McCutchen Publishing, 1984. Heber, E. £arly_§nilonooo_£oooa11on. Horthington, Ohio: Charles A. Jones Publishing, 1970. New York: Teachers College Press, Columbia Univer- sity, 1969. Heikart, D. P. ”Preschool Programs: Preliminary Findings.” Jounnal_9£;§neslal_£ducation l (1967): 163-81- Wu. H. Y. D. Eresshool_1n_lhree_sultures. 1989. "III11111111111111“