Deep thinking skills for kindergarten teachers in light of the scientific transformation of artificial intelligence

Abstract

    The research aims to identify the deep thinking methods of kindergarten teachers in light of the scientific transformations of artificial intelligence. To achieve the research goal, the researchers developed several scientific questions and questionnaires for kindergarten teachers about deep thinking methods after defining the term deep thinking for kindergarten teachers, which (adopts constructivist educational theories, Piaget’s sensory theory, and social learning theory) (in achieving high-order learning patterns in the child’s higher thinking (solving scientific educational problems – decision-making – asking questions – interpretation – prediction – imposing hypotheses to solve learning problems) in the Mosul city community, the left side of the two kindergarten schools (Al-Amal for Childhood – and Ajyal Al-Mustaqbal School) affiliated with the General Directorate of Education in Nineveh for the academic year 2025-2026 for a sample consisting of (40) kindergarten teachers by directing scientific educational applied questions about the concepts of teaching children in kindergarten, high-order thinking methods (deep thinking) through previous studies and educational and teaching literature that adopted Beckert’s deep thinking 1997 in His educational and teaching study on the deep understanding of the child’s life and his future outlook in light of the future technical, biological, evolutionary and developmental transformations and the emergence of developments in artificial intelligence and its educational and teaching applications through a tool prepared by the two researchers consisting of The researchers used five alternatives in answering. After the teacher reads the paragraph, the student is asked to answer it, according to what he sees and evaluates. If his answer to the scale paragraph is (always), he is given (5) points, while if his answer to the scale paragraph is (often), he is given (4), and if his answer to the scale paragraph is (sometimes), he is given (3), and if his answer to the scale paragraph is (rarely), he is given (2) points, but if his answer to the scale paragraph is (never), he is given (1) point. The highest possible score that the respondent can obtain in the scale (deep thinking methods) is (120) and the lowest score is (24) points after the application For the research tool and calculating the statistical aspect through the statistical package SPS, the research results showed the presence of a clear scientific and technical educational development in teaching children deep thinking, and the researchers put forward some recommendations and proposals through adopting modern curricula to teach children methods of deep thinking, understanding and deep comprehension