Jamal Ahmad

Jordanian Kindergarten and 1st-Grade Teachers' Beliefs about Child-Based Dimensions of School Readiness.

ABSTRACT The purpose of this study was to explore the beliefs of Jordanian kindergarten and 1st-grade teachers regarding six child-based dimensions of school readiness: academic knowledge, basic thinking skills, socioemotional maturity, physical well-being and motor development, self-discipline, and communication skills. Questionnaires were used to collect data from 289 teachers; 155 kindergarten teachers and 134 1st-grade teachers were randomly selected from Zarqa, a highly populated city in Jordan. Results revealed that kindergarten and 1st-grade teachers considered all the six child-based dimensions as important to getting children ready for school. However, both groups of teachers rated the basic academic knowledge as the most important dimension and emphasized it over the other dimensions. In addition, results of the multivariate analysis of variance (MANOVA) indicated that there were statistically significant differences in the beliefs of kindergarten and 1st-grade teachers on four dimensions: academic knowledge, basic thinking skills, socioemotional development, and communication skills; meaning that kindergarten teachers rated these dimensions as more important than 1st-grade teachers did. Yet when teachers’ level of education was controlled for as a covariate, multivariate analysis of covariance results showed that significant statistical differences were only detected on the first dimension (i.e., academic knowledge). Suggestions for policymakers and for further research were offered based on the results of this study.

The type of curriculum activities implemented in Jordanian preschools

This study aimed to ascertain the nature of curriculum activities in Jordanian preschools. Fifteen preschools participated in the study. Data were collected by observing the children in their daily routines, as well as analysing their writings and drawings. Data were translated from Arabic to English before analysing it. Four main categories were identified from the data analysis process: academic learning experiences; daily routine; types of activities; childrens artefacts. Analyses revealed that preschool emphasised academic experiences rather than non-academic experiences, such as play time. Teachers focused on instructing children on the basics of reading, writing and math in addition to Islamic education. They considered the academic experiences most important for preparing children for success in school. Moreover, analysing the childrens samples of writings and drawings, results revealed that most of the childrens works was drawing. Writing was predominately in Arabic; however, children did use both languages simultaneously in their drawings and writings. The findings of this study can contribute to the existing literature about what curriculum activities exist in Jordanian preschools and add to the much needed early childhood research in Jordan.

Jordanian Mothers’ and Female Preschool Teachers’ Perceptions of Men Working in Preschools:

In Jordan less than 1% of preschool teachers are male. This study investigated a sample of mothers and female preschool teachers about their perceptions of male preschool teachers. A survey was developed to collect data from the participants. Results showed that participants perceive the work of men in preschools as being acceptable, yet they were of the opinion that preschool teaching is the work of females. Mothers agreed that children gain diverse experiences when taught by males or females. Female schoolteachers disagreed that male teachers have more control over their student during field trips. Most notably, female schoolteachers ages 19 to 29 were more accepting of the idea of male preschool teachers than other age groups.

Prevalence and types of childhood abuse among special education students attending Jordanian Universities

Abstract This survey study was conducted to determine childhood abuse experiences among pre-service special education teachers at five Jordanian universities. The sample consisted of (384) students. A survey was constructed, validated and administrated on the students. Results revealed that 6.1% of all participants were exposed to a high level of abuse during childhood. Participants rated verbal abuse domain as the highest domain of CA, followed by neglect, emotional abuse and physical abuse. Meanwhile, students rated sexual abuse domain as the lowest domain. Results also revealed statistically significant mean differences in the level of abuse due to gender, maternal employment, marital status, cumulative average, monthly income, parent’s education level and residence location. The implications for planning programmes are described.

Pre-service special education teachers’ professionalism and preparation in terms of child sexual abuse

Abstract This study aimed at examining Jordanian pre-service special education teachers’ professionalism and preparation on the topic of child sexual abuse (CSA). Qualitative research data from interviews with 20 pre-service special education teachers were analysed using thematic analysis. The results showed that these participants generally hold avoiding behaviour toward speaking about CSA as it is an unspoken taboo. Participants also hold low levels of professionalism on the topic of CSA. The results also demonstrate that they felt that their preparation programme is inadequate and desired more content and pedagogy courses that relate to CSA. Implications and recommendations are presented in light of the study findings.

Children's drawings in different cultures: an analysis of five-year-old Jordanian children's drawings

ABSTRACT Research results have shown that what a child draws is influenced by many factors, including the child’s culture and environment. The aim of this study was to analyse the drawings of five-year-old Jordanian children to determine the extent to which culture informs the content of their drawings. A total of 736 children took part in this research project (387 boys and 349 girls). Their sample drawings were categorised according to specific themes. Results revealed that children drew pictures related to nature, people, surroundings, letters, numbers, symbols, animals, and transportation. The most frequent content of the drawings related to nature (38.9%) and the least frequent were drawings depicting violence (0.32%). Drawings also showed English and Arabic numbers and mathematical shapes separately and combined on the paper. Implications and recommendations for further research are presented.

Children’s recognition of pictorial signs and symbols

ABSTRACT This study aimed to examine children’s recognition of common signs. A group of 449 children ages 4–5 years old were recruited from preschools in three Jordanian cities. The children were presented with a collection of common signs found in public spaces and asked to identify the sign’s meaning. Results revealed a low frequency of correctly recognising a sign’s meaning, as reflected in the total score. Signs were categorised as guided, warning, or public. Results showed that the most frequently identified signs were guided signs, with the mosque sign in particular being mostly often correctly identified. Results also showed that the least recognised sign was the elevator sign. Additionally, findings revealed that sign recognition differed significantly depending on the child’s gender, age, and location. The results of this study highlight the lack of knowledge children have about common public signs.

The Role of Computer Technology in Supporting Children’s Learning in Jordanian Early Years Education

ABSTRACT The current research investigated early years teachers’ perspectives regarding the role of computer technology in supporting children’s learning in Jordanian kindergartens. Thirty semistructured interviews were conducted with preschool teachers. The sample of kindergartens in this study was purposefully selected from the targeted population of Jordanian public kindergartens in the central, northern, and southern regions. Selected kindergartens for this study were distributed among the three regions based on the proportion of kindergartens in each region compared to the total number of kindergartens across Jordan. Findings indicated that the preschool teachers did not have certain understandings of the benefits and advantages of young children’s computer use. Nevertheless, some of them highlighted some potential advantages of computer use for young children, such as acquisition of basic computer skills; the provision of a new means of self-expression; enhancement of learning, particularly in literacy and numeracy; and enrichment of school curricula. The study provides several practical and theoretical recommendations to improve the use of computer technology in the Jordanian kindergarten context to support children’s learning, particularly in the area of literacy and numeracy.

Arab American parents’ perceptions of their children’s experience in the USA: a qualitative study

ABSTRACT The purpose of this study was to examine Arab American parents’ perceptions of difficulties their children experience in the USA. Both Arab American children born outside the USA who later moved to the country and children born in the USA to Arab parents were examined. Fifty Arab American families were interviewed in two areas in the State of Michigan. Data were translated from Arabic to English, and then analysed according to specific themes. Results revealed that the most common difficulties are language acquisition and emotional and social adjustments. The least frequent problem is using technology. Additionally, results showed that children who live in concentrated populations of Arab immigrants have fewer problems than those who live in less concentrated areas. The implications of results for educators, school psychologists and new Arab immigrants are presented.

The creative environment: teachers’ perceptions, self-efficacy, and teaching experience for fostering children’s creativity

ABSTRACT The purpose of this study was to compare the availability of a creative environment within regular schools between the academic year 2009/2010 and 2015/2016 by measuring teachers’ perceptions concerning creativity, their self-efficacy, teaching creativity, and barriers to creativity. A questionnaire was developed and distributed among 297 teachers teaching the basic primary stage (grades 1–3). The findings indicated high averages for teaching creativity in the classroom, and teachers’ self-efficacy to foster childrens creativity in the classroom ranked the highest, while barriers to creativity ranked the lowest. The results showed significant differences due to teacher gender, in favour of female teachers, and teaching experience only regarding perceptions of the creativity domain. There were statistically significant differences between the academic years for the overall scale and the four domains in favour of the 2015/2016 academic year. Directions for further research and practical implications for policy and practice are discussed.