Educational Games and their Relationship to Enhancing the Self-Confidence of a Pre-School Child from the point of view of Kindergarten Teachers in Makkah

Abstract

The researcher carried out this study with the aim of revealing the relationship between the application of educational games and the promotion of self-confidence in the pre-school child from the point of view of kindergarten teachers. The study was based on the descriptive correlation method, and the data of this study was updated using some of the study tools, namely (general data form, scale of educational games in their different dimensions prepared by the researcher, and the scale of self-confidence prepared by the researcher), The sample of the basic study included a deliberate sample of (137)  female Saudi teachers from kindergarten schools of different social and economic levels and from schools (government-private) in Makkah governorate, and appropriate statistical analyses were carried out to draw conclusions and verify the validity of the duties, and the findings resulted that the level of application of educational games in different dimensions from the point of view of the teachers came to a medium degree, and the level of enhancing self-confidence in the pre-school child from the point of view of the teachers came to a medium degree. The findings also showed statistically significant differences between the average scores of the sample members in the educational game scale in their different dimensions and the promotion of self-confidence according to the age change for the age group of the older age group, aged 45 and over, and the existence of statistically significant differences between the average scores of the sample members in the educational game scale and the promotion of self-confidence depending on the number of years of service for the sample members whose years of service ranged from 10 years  to over. There is also a direct correlation between the scale of educational games in its different dimensions and the scale of enhancing self-confidence from the point of view of the female teachers. In light of the findings, the researcher recommended the preparation of kindergarten female teachers at the personal, cultural and professional level, and the adoption of modern methods, advanced curricula and scientific programs developed in accordance with the requirements of comprehensive quality, and the creation of appropriate educational opportunities, experiences and activities that contribute to the development of self-confidence in pre-school children.