الفهرس 
الفصل الأول مدخل إلي البحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Early childhood is an important and crucial stage in human life; It is the stage on which the future of the family, teacher and community depends. In this period of life the nucleus of the future personality begins, it deserves the great attention and attention of all parties, whether at home, kindergarten or community level. It is also the stage of concern for children between 4 and 6 years of age in social educational institutions aimed at achieving the child’s balanced and integrated development in various mental, physical, social and psychological aspects, as well as developing their abilities through free activity and play. In kindergarten, the child learns about maps, continents and oceans, seas, islands and much more geographic information, which helps him to be aware of the world around him and his knowledge of God.
That is, geographic knowledge begins through the child’s feedback inside and outside the home And that’s why geography is interested in the experiences and knowledge of the intended and unintended child, Conscious of the environment and its surroundings, children learn geography through daily educational activities in kindergarten, As a result, the child begins to know the main trends and shape the mental images resulting from the child’s vision of objects and geographical phenomena. (Yasser Mohamed, 2014, 398)
His study begins with the geographical phenomena of the kindergarten child from his home, from the preschool age where the child can visit museums and gardens and make observations of things in the environment around him, and the child is ready to learn geographical phenomena in other environments of the age (4-6 years), where he is trained in drawing, reading images and learning through the use of stereotypes. (Mansour Ahmed Abdelmenim, 2015, 53)
Learning about the geographical concepts of the child helps to realize that the child is a signatory to the world map, and features, for example ”Egypt is an Arab State with a moderate atmosphere and pyramids that distinguish it from the rest of the world.” Intellectual expansion and self-connectivity between itself and its culture make the surrounding community retain its national identity, and societal communication like respect for the cultural diversity of other societies around the world. The relationship of geography to the economic development of some countries of the world is simplistic and appropriate to the characteristics of children’s development. ”For example, coastal areas produce large amounts of fish being close to water bodies.” (Asma Syed, 2018, 9)
Although the development of geographical concepts in kindergarten children is one of the most important to be developed at this stage, the results of some studies have confirmed that there is a deficiency in the development of geographical concepts in kindergarten children aged 5-6 years. This is confirmed by previous studies and research in this area such as:
- (Maha Kamal Hanafi Study, 2017) (Walker Study, 2007) - (Marwa Study) Ahmad Abdulnaim Al-Sayed. 2006) - (Zeiter study, 2002) .
Motivation for learning is a factor that helps develop geographical concepts because children have a strong motivation to discover the world around them, researching, reflecting and reflecting.
Because motivation is a key factor in an individual’s learning process, it is the best educational attitudes that create motivations in learners where they can have experiences that motivate them. Modern education has been keen to focus on the importance of having a clear motivation that actually drives the choice of the learner towards learning. They are therefore interested in providing learners with the opportunity to participate in topics and problems affecting important aspects of their lives, as well as to involve them in identifying ways of working, studying, means and activities that lead them to achieve their goals .
Mohammed Eid, 2018, 365
Motivation for learning is important for the development of children’s geographical concepts. It is a pivotal objective. It is a model of learner behaviour that drives the learner to tend to accomplish certain tasks in a special way. It also plays a vital role in organizing learning activities, lends effectiveness and efficiency to the learning process and has a pivotal role in determining learning priorities; It is the core of learning and a source of benefit for the teacher and learner and is influenced by perseverance, orientation, priority and planning behaviours. (325, 2018, Nadari & Saki)
Motivation accordingly is the child’s desire and need for learning. It is the motivation that makes him interactive in the educational process. It is the motivation that helps him to increase his own efficiency, drive him to acquire science, appreciate his value, and take advantage of all the thrills surrounding the environment in a positive way, which motivates him to accept peers in an enthusiastic, collective and self-effective way.
The propellant has components, as Taheen sees them, consisting of four dimensions: achievement and ambition.
enthusiasm and insistence on achieving the desired goals of perseverance. (Nasrin Adnan, 2010, 7)
Given the importance of motivation for learning, many lessons recommended the need to develop motivation, for example:
Study (Iman Mohammed Nabil, 2015)
-Integrated Alansha is a method that may help to develop the geographical and motivational concepts of the kindergarten child of the age (4-6) Years as it achieves comprehensive and integrated growth where it helps to integrate the child’s knowledge, helps the child to cope with the environment and society around him/her while taking into account the child’s mental abilities, and is interested in providing integrated expertise while taking into account the individual differences between the children. Integrated educational activities also provide the effort and time of the teacher. (Nadia Mahmoud, 2015, 581-582)
Activities within the daily programme range from individual, collective and organized activities such as seminar, final meeting and free activity that the child is fully free to play and activities within the classroom and abroad such as educational and recreational trips, and integrated activities have types such as: musical activities, anecdotal, motor, linguistic, sports, scientific, cultural and recreational activities. (Nahid Hatibah, 2015, 16-19)
Vision 2030 for Education in Egypt:
It is a national agenda launched in February 2016 that reflects the state’s long-term strategic plan to achieve sustainable development principles and goals in all fields, and localize them with various Egyptian state organs. Egypt’s Vision 2030 is based on the principles of ”inclusive sustainable development” and ”balanced regional development”, and Egypt’s Vision 2030 reflects the three dimensions of sustainable development: economic, social and environmental. It is a comprehensive and coherent vision consisting of sectoral strategies for different government entities.
In order to ensure the implementation of the goals of the education hub, in particular with regard to improving the quality of the system and providing education for all without discrimination; Over the past two years, a thousand administrative staff, a teacher and a technologist have been trained and rehabilitated, 70 textbooks reviewed and amended, schools of excellence curricula implemented, 8,265 classrooms implemented and 101 community education schools established.
In this context, the Ministry of Education is witnessing a milestone in the history of education in Egypt from kindergarten to high school. The first features of this change began from September 2018 by changing the curriculum of kindergarten and first grade primary, while continuing to change successively for the following grades until 2030. (Ministry of Education, 5, 2018)
Research problem:
The problem of research on the low geographical perceptions of a kindergarten child is determined by the age of 4-6 years. This may be due to the lack of integrated activities devoted to the kindergarten child’s acquisition of geographical concepts and the traditional way in which female teachers acquire these concepts. The list of concepts was compiled through an inventory of the concepts discussed in previous studies, an analysis of the content of the curriculum to account for the concepts contained at this stage and the use of theoretical origins to identify the most important concepts contained therein and to take into account the views of the child’s education experts and specialized professors.
To address the problem, the research attempts to answer the following main question:
- What is the effectiveness of a proposed programme based on integrated activities to develop the geographical and motivational concepts of kindergarten child learning in the light of the 2030 strategy?
It has the following questions:
1-What geographical concepts should be developed by kindergarten children in the light of the strategy 2030?
2-What is the proposed scenario for a program based on the integrated activities of kindergarten children in light of the strategy 2030?
3- What is the effectiveness of the proposed programme in developing the geographical concepts of the kindergarten child in the light of the 2030 strategy?
4-What is the effectiveness of the proposed program in the development of motivation for learning in the kindergarten child in the light of the strategy 2030?
research goals:
This research aims to:
1-Develop a program based on integrated activities to develop the geographical and motivational concepts of learning in kindergarten in the light of the strategy 2030.
2-Identify the impact of the proposed program on the development of the geographical concepts of the kindergarten child in light of the strategy 2030.
3-identify the impact of the proposed program on the development of motivation for learning in the kindergarten child in the light of the strategy 2030.
Research importance:
First: For parameters:
-Research may benefit the teachers in providing the test of geographical concepts in kindergarten.
-Research will provide a motivational scale that may help parameters measure the motivation for learning in a child.
-The research will provide a proposed program of integrated activities that helps kindergarten teachers to develop the geographical concepts of kindergarten children.
Second: For the child:
-The program based on integrated activities may help children acquire geographical concepts.
-A program based on integrated activities can help increase motivation for learning.
Research hypotheses:
1- There is a statistically significant difference between the mean scores of the research group in the pre and post applications of the geographical concepts test in favor of the post-application.
2 - There is a statistically significant difference between the mean scores of the research group in the two applications, pre, and post, of the learning motivation scale in favor of the post-application.
3- There is a correlation between the development of geographical concepts and motivation to learn.
Search parameters:
The current search is limited to:
-20 children from the second level from Al-Islah School, Biba Center, Beni Suef Governorate, and their ages range from (5-6) years.
Some geographical concepts were suitable for a kindergarten child.
- Dimensions of motivation (attention to educational situations, interest in the activity, continuing to perform the activity until learning is achieved, sharing with others).
Research Methodology:
The research depends on the quasi-experimental approach, which depends on the single group, where the program is applied to the group through a pre and post-test.
The descriptive approach was also used in reviewing educational literature and previous studies related to research variables, as well as in building research tools and building a theoretical framework.
4- Preparing the study tools, including:
Preparing the appropriate illustrated geographical concepts test for the kindergarten child and ensuring its validity and reliability.
- Preparing a scale of motivation for learning appropriate for the kindergarten child and to ensure its charity.
5- sample searches are: a group of the second level of the kindergarten stage from the age of (5-6) years.
6- The tribal application of measurement tools (geographical concepts, motivation to learn).
7- Apply the proposed program using integrated activities on the research sample.
8- The dimensional application of measurement tools (geographical concepts, motivation to learn).
9- Monitoring the results, statistically processing them, and interpreting them.
10- Providing recommendations and suggestions in light of the results of the semi-experimental study.
Research materials and tools:
First research materials:
1- Preparing a list of appropriate geographical concepts for the kindergarten child in light of the objectives of the stage and previous studies and theoretical studies (prepared by the researcher).
2- Preparing the proposed program using integrated activities in the light of the list of geographical concepts and motivation for learning and theoretical study (prepared by the researcher).
Second, the search tools:
1- Preparing the illustrated geographical concepts test (prepared by the researcher).
2- Preparing the appropriate learning motivation scale for the kindergarten child (prepared by the researcher).
research results:
The study found that there are statistically significant differences between the mean scores of the experimental group members in the pre and post-application of the geographical concepts test in favor of the post-measurement, as the value of (Z) function at the level of significance (0.01), and this confirms the effectiveness of the training program that was used. And there are statistically significant differences between the mean scores of the experimental group members in the pre and post-application of the learning motivation scale in favor of the post-measurement, as the value of (Z) is a function at the level of significance (0.01), and this confirms the effectiveness of the training program that was used. And there is no significant correlation between geographical concepts, turnout, continuity, and motivation as a whole, while there is a direct significant correlation between geographical concepts, attention, and participation.