الحاجات النفسية وعلاقتها بالتوافق النفسي والاجتماعي لدى الأطفال الملتحقين برياض الأطفال العامة بمدينة طرابلس في ليبيا /
While there is a growing consensus among educators on the paramount importance of early childhood education as it shapes the future wellbeing and academic performance, most studies about early childhood development tend to focus on narrow academic goals instead of taking a holistic ecological perspe...
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| Format: | Thesis |
| Language: | English Arabic |
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Kuala Lumpur :
Kulliyyah Ma'arif al-Wahy wa-al-'Ulum al-Insaniyah, al-Jami'ah al-Islamiyah al-'Alamiyah,
2014
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| Online Access: | http://studentrepo.iium.edu.my/handle/123456789/8511 |
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| Summary: | While there is a growing consensus among educators on the paramount importance of early childhood education as it shapes the future wellbeing and academic performance, most studies about early childhood development tend to focus on narrow academic goals instead of taking a holistic ecological perspective. Central in the ecological view of early childhood development is the notion of psychological and social compatibility whereby children learn to be at peace within the mselves and effectively interact with others within their families, communities, and schools. The purpose of this study was to examine the degree of psychological and social Compatibility male and female children in selected public kindergartens at Tripoli, Libya, to determine its relationship with (and possible contribution to) psychosocial adjustment and academic performance as reflected in their psychological needs and GPA respectively. The study comprised of quantitative phase. In the quantitative phase, data were collected from a random sample of 022 male and 022 female five and six years old children (N=022) using the Psycho-social Needs Scale and the Psychological and Social Compatibility Scale. To supplement the quantitative findings. The investigation found that there is a positive significant correlation between the psycho-social needs and the psychological and social Compatibility among the participants. There were no significant gender differences in the degree of Compatibility among the children. As for psychological needs ranking, there were significant gender differences in the need for success, achievement and excellence (ranked first by the boys) and the need for social esteem (ranked first by the girls). There was a statistically significant relationship among psycho-social needs, GPA, and the degree of psychological and social Compatibility. The findings indicate that attention should be paid to the psychological needs, satisfaction and Compatibility in kindergartens because of the important relationship between psychological needs and Compatibility especially during early childhood. Further studies should be conducted to determine the specific mechanisms and trajectories of the development of psychological and social compatibility among children in different cultural contexts. |
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| Physical Description: | xiv, 235 leaves : ill. ; 30 cm. |
| Bibliography: | Includes bibliographical references (leaves 192-213). |