Kindergarten Children’ Possession of Life Skills from Teachers’ Viewpoints

Abstract

This study investigated kindergarten children’s possession of life skills from their teachers’ viewpoints. The
researchers observed a clear discrepancy between kindergarten children’s possession and their real
practice of these skills. Thus, the study aimed to shed a light on this phenomenon. The study sample
consisted of (200) kindergarten teachers who were selected randomly. A questionnaire including (34) items
distributed on four domains, namely, learning, social and environmental communication and hygiene skills
was used to collect data from the teachers. The findings of the study showed that the degree of life skills
among children came to a moderate degree, with learning skills ranked first, social and environmental
communication skills second, and hygiene skills came third. The findings also indicated that there were no
statistically significant differences at (α = 0.05) for the domains “social and environmental communication
skills” and “hygiene skills” due to gender but there were statistically significant differences at (α = 0.05) for
the domain “learning skills” which was in favor of males. In light of the findings, the study recommended
to hold training courses for kindergarten teachers and supervisors to make them aware of the importance
of the practical aspects in children’s activities as well as cognitive activities, especially with regard to
developing the life skills of the kindergarten children.