Kindergarten teachers' level of practice of sensory thinking skills in light of their educational experience.

Abstract

     The aim of the research was to identify the level of practice of kindergarten teachers of sensory thinking skills in light of their educational experience. The research sample consisted of (152) kindergarten teachers who were chosen intentionally and affiliated with the Aziziyah Education Directorate/Wasit. The research included a tool for sensory pictorial thinking skills, which consisted of seven pictorial skills with (52) educational pictures. The results of the research showed that the level of kindergarten teachers’ practice of sensory-pictorial thinking skills was at an average level with an arithmetic mean of (3.11) and a standard deviation of (0.90). The results also showed that the calculated (T) value was less than the tabular (T) value in all areas of the sensory-pictorial thinking skills tool, except for two areas (discrimination skill, comparison skill), meaning that there are no statistically significant differences in these areas attributed to the variable of teaching experience (short, long), and that the calculated (T) value was greater than the tabular (T) value in the areas (summarization skill, comparison skill), meaning that there are statistically significant differences in these two areas attributed to the variable of teaching experience in favor of those with short teaching experience. In light of the research results, the researcher recommended some recommendations and suggestions