القيم الروحية و الجمالية و مدى تضمينها في الأركان التعليمية لمنهج رياض الأطفال " تحليل محتوى منهاج روضة الطف الذكي مؤسسة تطوير بغرداية نموذجا"

Abstract

The current study aimed to find out the extent to which spiritual and aesthetic values are included in the educational pillars of the kindergarten curriculum, and to highlight the extent of their importance and impact on the personality of the child in early childhood, according to what determines the educational, psychological and social goals. To achieve the objectives of the study, the content analyses method was used, and the model list tool of targeted spiritual and aesthetic values was applied, which was built by the student and then presented to a group of professors from different disciplines to see the extent of the clarity and accuracy of the value formulation and its suitability with early childhood. And after making sure of the validity and reliability of the tool, to find out the availability of spiritual and aesthetic values or not in the study sample, which was identified in the content of the books of the Smart Child Kindergarten curriculum for the Ghardaia Development Foundation, the study reached the following results: The model list of spiritual and aesthetic values consisted of eleven values, which were classified in two fields: the field of spiritual values and the field of aesthetic values, and after analysis it was found that there is a disparity in the distribution of these values in the content of educational educational activities of the smart kindergarten curriculum, as the highest frequency of aesthetic values was by a percentage (74,48%) compared to spiritual values (25,52). Among the results of the study also the variation in the ratios of levels of emotional goals to values in the smart kindergarten curriculum, where the level of response to it is the largest percentage (31%) in the curriculum, followed by the level of reception by (27%), and the average percentage was for the level of evaluation by (25%). Marking level had the lowest percentage (16%). In light of the previous results, the study recommended the following: Paying attention to the content of kindergarten curricula and evaluating educational activities that establish spiritual and aesthetic values, according to levels of emotional goals. Highlighting the role of social educational institutions - the family and kindergarten - in inculcating spiritual and aesthetic values in light of modern educational educational methods and taking into account the characteristics of early childhood development.