English Abstract
Abstract:
The success of a child in learning reading requires a certain readiness before training him to read. This readiness depends on a combination of specific personal abilities, the quality of learning opportunities, and the experiences he passes through before joining primary school. During this preschool stage, the child needs a great deal of care and attention from both his family and educational institutions, such as kindergartens, specialised in preparing pre- school children. Many studies have revealed positive effect of such institutions with educationally sound programs on the reading readiness of the child.
Aim of the study:
This study aims at recognising the impact of Bahraini kindergarten teaching in establishing the reading readiness in children attending the first elementary class. In other words, this study will try to answer the following questions:
1- Does the reading readiness of first elementary pupils who attended kindergarten differ from that of pupils who didn't?
2- Is there any difference in the reading readiness of pupils who attended kindergarten for different periods of time?
3- Is there any difference in the reading readiness of pupils who attended kindergarten that is attributed to the kindergarten supervisory staff (individuals or associations).
Research assumptions:
1- There are no statistically significant differences in the reading readiness between first class elementary pupils who attended kindergarten in Bahrain and their classmates who did not.
2- There are no statistically significant differences in the reading readiness of first elementary pupils who have attended kindergarten attributed to the period of time spent in the kindergarten.
3- There are no statistically significant differences in the reading readiness of pupils who attended kindergarten attributed to the kindergarten supervisory staff (individuals or associations).
Instruments of Research:
1- an intelligence test "Draw-a-man" prepared by Fuad Abu Hattab and colleagues.
2- a reading readiness test prepared by the researcher.
3- an socioeconomic status inventory prepared by the researcher to investigate the socioeconomic status of the families of the study sample.
Research Sample:
The representative sample consisted of (353) male and female first class elementary pupils. Of the above, (205) pupils had attended kindergartens, while (148) had not.
Research Methodology:
The research employed the experimental method.
Operational Definitions:
1- Reading Readiness:
It means that pupils possess the skills essential to learn reading which in this research are represented as auditory perception, visual perception and linguistic capability as measured by tests prepared for this purpose.
2- Kindergartens:
They mean national kindergartens (private and non-public) in the state of Bahrain, which are not attached to any other educational stage level.
Research Procedures:
1- to construct a reading readiness test and attain its validity and reliability.
2- to construct an socioeconomic status inventory and attain its validity and reliability for the above mentioned purpose.
3- apply the reading readiness test on the study sample and tabulate the data after correcting the test.
4- distribute the socioeconomic status inventory to the parents of the study sample children to determine their family status.
5- apply "Draw-a-man" test on the study sample and tabulate the results (data) after correcting the test.
6- achieve equivalence among research groups by controlling variables: chronological age, intelligence, socioeconomic status and sex in order to test the research assumptions.
7- obtain the results that come out of suitable statistical operations.
8- discuss and explain the results indication and then state the recommendations and suggestions.
Research Findings:
The study proved the following results:
There are no statistically significant differences in the reading readiness in general, or in any of the abilities comprising this readiness [audio perception, visual perception, language] between the first class elementary pupils who attended kindergarten and their classmates who didn't.
There are no statistically significant differences among first class elementary pupils coming from kindergarten which maybe attributed to
their period of attendance in kindergarten either in reading readiness in general or in the specific abilities comprising this readiness. There was one exception: The linguistic capability of those children who had spent three years in kindergarten was superior to that of those who had spent only one.
There are no statistically significant differences in the reading readiness in general or in any of the abilities that comprise this readiness among children who attended kindergarten that is attributed to the supervisory staff of the kindergarten (individuals or associations).
Discussion of Findings :
The results attained by this study signify the ineffictiveness of kindergartens in Bahrain in developing the reading readiness of the children attending these kindergartens, despite the period of attendance, and the supervisory staff of the kindergarten (individuals or associations). These results seem natural and logical due to the current situation of both types of kindergartens in Bahrain since they lack most of the constituents that might contribute to success in achieving their goals. The most important constituent is the teacher qualified for the job and the curriculum based on a clear understanding of the nature and goals of preschool education.
Undoubtedly, the significant findings of this study obligate those concerned with and responsible for children at the relevant institutions to speed up the necessary procedures to improve kindergarten in Bahrain and then open them for all.
Suggestions and Recommendations:
With the support of scientific research, the researcher recommends the
following:
1- to give serious consideration to the professional and educational preparation of kindergarten teachers in Bahrain according to the international standards for preparing kindergarten teachers, so that they receive initial prepartion in the university. This should be followed by in service training under the supervision of a group of specialised technical staff from the Ministry of Education.
2- to prepare suitable program to develop the child's reading readinees within the general framework of the kindergarten curriculum, and according to fixed theories based on scientific research on the needs of the pre-school child of Bahrain, and the nature of learning how to read in the first elementary class.
3- to open kindergartens for all children after their development through the collaborated effort of public organisations, economic establishments and private initiatives in order to fulfil the principle of equal opportunities for all children and to secure the democratization of education.
4- to undertake studies on topics related to this study such as: The study of the needs and problems of the preschool child in Bahrain. The relationship between some of the developmental abilities and the ability to learn reading in the first three classes of the elementary stage; The effectiveness of some variables in constructing reading readiness for children, and the linguistic gain of pre-school children. Building standardized tests particular to Bahraini society for measuring reading readiness.
Finally, the researcher recommends the repetition of this study with including a more comprehensive sample, so that the decision to be taken regarding kindergarten is more considered and directed towards the welfare of the nation.
