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Kindergarten Curriculum Discrepancies in Jordan and their Relation on the Social, Cognitive, and Physical Development of Children

Journal: 
An-Najah University Journal for Research - Humanities - Volume 25, Issue 1, 2011
Start Page: 
25
End Page: 
48
Received: 
Monday, February 22, 2010
Accepted: 
Wednesday, December 15, 2010
Authors: 
Jihan Mattar
Ragda Shreim
Rifa Zoubi
Abstract: 

The study aimed at identifying kindergarten curriculum discrepancies in Jordan and their impact on social, cognitive, and physical development of children. The population of the study consisted of KG2 children in private and public schools in Amman, Jordan. The sample of the study comprised 353 children, 119 children studying from the academic curriculum in private schools; 95 the developmental curriculum in private schools, and 118 children studying the National Integrated Curriculum in public schools, in addition to (21) child who did not at end kindergarten. To collect the data of the study the Preschool and Kindergarten Children’s Performance measure, and a questionnaire of the duties and actual practices of kindergarten educators. The results showed both the academic and developmental curriculum scored higher than those who studied the National Integrated Curriculum regarding the three areas of social, cognitive, and physical development. In other words, the developmental curriculum did not have more effect on the children’s growth in those areas than the academic curriculum. The National Integrated Curriculum also did not have a better effect than the academic curriculum.

Full Text: 
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