THE LEVEL OF ENABLING KINDERGARTEN TEACHERS TO ASK THE CHILD

Abstract

The current research aims to explore the level of kindergarten teachers’ ability to respond to children’s questions. The researchers relied on a descriptiveanalytic approach and developed a scale to assess the teachers’ ability to answer children’s questions. To verify the scale’s validity and reliability, the researchers presented it to a group of experts and specialists in the fields of education and psychology. The agreement rate on the items accepted by the experts was used as the basis. The final version of the scale consisted of 23 items, which were applied to a sample of 40 kindergarten teachers from the Directorate of Education in the Al-Aziziyah district, randomly selected for the academic year (2023-2024). Upon analyzing the data statistically using the weighted mean, the researchers arrived at several findings: 1. Most kindergarten teachers have a positive attitude toward dealing with children’s common scientific and embarrassing questions. Their responses ranged from accepting most of the questions, ignoring some, to avoiding answering others. 2. The level of expected responses from the teachers to children’s embarrassing questions was high in terms of accuracy, appropriateness for the child, and openness, encouraging further inquiry from the child.Most kindergarten teachers are evolving in their awareness and scientific thinking, which makes them feel obligated to answer all children’s questions.