السلوكيات غير المرغوبة الأكثر شيوعًا من وجهة نظر معلمات مرحلة رياض الأطفال بمحافظة ينبع
DOI:
https://doi.org/10.35516/edu.v51i1.5718الكلمات المفتاحية:
سلوكيات غير مرغوبة، فرط الحركة والاندفاعية، تشتت الانتباه، الإدارة الصفيةالملخص
الأهداف: هدفت الدراسة إلى معرفة السلوكيات غير المرغوبة الأكثر شيوعًا في مرحلة رياض الأطفال من وجهة نظر معلمات الروضة بمحافظة ينبع، بالإضافة إلى معرفة أثر المتغيرات التالية: عدد سنوات الخبرة، والتخصص الدراسي، وحضور الدورات التدريبية في مجال التعامل مع المشكلات السلوكية على تقدير المعلمات لدرجة شيوع السلوكيات غير المرغوبة.
المنهجية: استخدمت الباحثة المنهج الوصفي المقارن؛ حيث قامت الباحثة بتطوير مقياس خاص بالسلوكيات غير المرغوبة في مرحلة رياض الأطفال يتكوَّن من (61) فقرة، وتطبيقه على عينة من المعلمات، وعددها (203) معلمات.
النتائج: أظهرت نتائج الدراسة أن أكثر السلوكيات غير المرغوبة شيوعًا هي سلوكيات فرط الحركة والاندفاعية، ثم سلوكيات ضعف الانتباه، ثم سلوكيات الاستثارة الذاتية. وأن هناك فروقًا ذات دلالة إحصائية فيما يتعلق بدرجة شيوع السلوكيات غير المرغوبة تُعزى إلى متغير التخصص الدراسي لصالح المعلمات المتخصصات في مجال رياض الأطفال. وتبعًا لمتغير عدد سنوات الخبرة تجاه المعلمات اللاتي تقل خبرتهن عن خمس سنوات. وتبعًا لمتغير الحصول على دورات تدريبية لصالح المعلمات الحاصلات على دورات تدريبية في مجال التعامل مع المشكلات السلوكية.
الخلاصة: أكثر السلوكيات غير المرغوبة شيوعًا هي سلوكيات فرط الحركة والاندفاعية، ثم ضعف الانتباه، ثم سلوكيات الاستثارة الذاتية. لذلك تُوصي الدراسة بالتركيز على تدريب معلمات الروضة بينبع على التعامل مع سلوكيات فرط الحركة والاندفاعية، وتصميم الأنشطة الجاذبة لاهتمام الأطفال، بالإضافة إلى التدريب على أسس الإدارة الصفية الفعالة، وخصائص نمو الأطفال؛ للتمييز بين السلوكيات غير المرغوبة وخصائص الطفل النمائية الطبيعية.
التنزيلات
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التنزيلات
منشور
كيفية الاقتباس
إصدار
القسم
الرخصة
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