Saudi Cultural Missions Theses & Dissertations
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Item Restricted The Cultural Adaptation of a Social and Emotional Learning Program for an Intervention in Saudi Arabia’s Preschools(Flinders University, 2024-11) Alqaydhi, Malak; Skrzypiec, GraceSocial and Emotional Learning (SEL) is globally recognised as a pivotal element in early childhood education, contributing significantly to holistic student development. Despite this, its integration into early education in the Kingdom of Saudi Arabia (KSA) remains to be fully realised. Currently, the main focus of KSA educational policy predominantly revolves around academic learning, often neglecting essential aspects of students’ social interaction and emotional development. To address this crucial gap, this study sought to explore the potential of SEL in Islamic preschool settings by developing and implementing PATHS for Islamic contexts SEL (PATHS- IC) Program. This culturally adaptive SEL program was specifically tailored to align with the cultural ethos of the KSA preschool education system. The primary aim of this research was to evaluate the PATHS- IC Program’s effectiveness in enhancing the social and emotional development of preschoolers in KSA. Drawing from the researcher’s cultural and practical experience in the KSA, the study methodology incorporated a sequential mixed-methods approach. This encompassed conducting in-depth interviews with 8 teachers and 8 mothers of preschoolers, whose valuable perspectives significantly influenced the development of the PATHS- IC program. Subsequently, 120 5-year-old preschoolers participated in an experimental research study to assess the efficacy of the PATHS- IC program, which was administered by the researcher. Measures used to test the effectiveness of the PATHS- IC program included the Behaviour Assessment System for Children Teacher Report-Preschool (BASC-3 BESS) and the Teacher’s Rating Scale of Child’s Actual Behaviour (TRS-CAB). Pre- and post-intervention measures were undertaken comparing the Control and Experimental Groups using T-tests. The results highlighted the positive impact of PATHS- IC in significantly improving preschool children’s social, emotional and behavioural conduct. The PATHS- IC program intervention led to substantial advancements in preschoolers adaptive and attention behaviours, with the Experimental Group showing significant changes post-intervention. Following the PATHS- IC program, children’s social competencies were enhanced, while internalising and externalising behaviours were reduced, and scholastic conduct was improved. Notably, the Control Group, which attended preschool but did not receive the PATHS- IC intervention, showed progress in some aspects of SEL, although not to the same degree as the Experimental Group. The findings suggest that preschool attendance can promote adaptive behaviour, attention behaviours, social competence, and behavioural conduct in children, indicating a preschool effect. Findings not only support the integration of culturally appropriate SEL programs, such as PATHS- IC, into the Islamic KSA preschool context but also highlight the intrinsic value of preschool attendance (currently at 17% in KSA), which seems to benefit young children before they enter formal schooling. The effectiveness of such culturally sensitive SEL programs, such as PATHS- IC, is enhanced when combined with the developmental advantages of preschool, enriching the early education process. This research points towards a holistic, culturally attuned educational approach in KSA, underlining the vital role of preschool and programs like PATHS- IC in shaping children’s behavioural conduct and future learning paths.19 0Item Restricted Investigating the Effects of Augmented Reality and Interactive Technologies on Learning and Engagement in Preschool Education(University of Dayton, 2024-05-03) Alnfisah, Moneera; Adams, ShaunaIn this qualitative study, we examined the effects of augmented reality (AR) and physical-digital interaction in educational applications on preschoolers' engagement, skill development, and collaborative learning in the classroom. Drawing on Creswell's (2018) systematic method, the research design included immersive participant observation and semi-structured interviews to document the lived experiences of young learners using the Osmo Genius Kit. The study, conducted across three varied preschool classrooms affiliated with a Midwestern university, included a representative sample of children aged 3 to 5 years, allowing for a thorough examination of AR's complex influence in early childhood education. This methodology allows us to address the research questions and gain a thorough grasp of how AR technology can be used to improve education in preschool settings.46 0Item Restricted Dune Dynamics: A Nature-Based Preschool(Virginia Commonwealth University, 2024-05-12) Alhaidari, Aseel; Ventura, Roberto; Carleton, Kristin; Hamnett, TimothySustainability is a global issue that requires collaborative efforts. Environmental values and attitudes are shaped in adults by early exposure to nature. During the COVID-19 pandemic, remote learning increased the attention to nature-based learning from families and the press (Prochner, 2021). Although many early childhood education approaches for the age group of 3-5 years recognize the importance of holistic development and focus on tailoring the learning experience to the developmental stage of young children, few emphasize the importance of integrating nature as one of the learning tools. Nature-deficit disorder in children means that children spend less time outdoors and in nature than in the past, leading to many behavioral problems (Louv, 2008). Studies have shown the importance of biophilic design on humans, which can be applied to educational centers. The term Biophilic design is inspired by Wilson’s “Biophilia Hypothesis,” in which he suggests that humans are genetically attracted to nature and need a connection with it in order to survive and enhance their emotional and physical well-being (Ungar, 2005). Therefore, designing an early childhood education space that emphasizes nature can benefit children and the local community by raising awareness of environmental issues among children, allowing them to interact with nature indoors and outdoors throughout the day, and focusing on enhancing their emotional and physical well-being. I am an interior designer and a mother of a six-year-old son who loves nature; like many parents, it is necessary for me to find the best education methods that resonate with our family's values and foster a deep connection with nature. By researching current early childhood education approaches that emphasize connecting children to nature I will explore the impacts of designing a nature-based preschool on children’s physical and psychological well-being. This research will address the following question: How can we design a preschool that encourages children to engage deeply with natural environments through year-round outdoor and indoor activities, fostering experiential learning and environmental education? Studies have found that children attending preschools which occurs in natural settings are more prepared to learn when they reach formal school age than children from conventional schools. For example, In Denmark, about 10% of children attend outdoor forest schools where children spend five days a week and 8 hours a day outdoors. When formal school starts at seven, teachers in local public schools found that forest school children are more socially skilled and prepared to learn (Sobel, 2015). A literature review has been conducted to investigate and compare some examples of successful early childhood practices worldwide that incorporate nature in their education philosophy to identify commonalities between the two approaches: the Waldorf education approach and nature-based education. In addition, several precedent studies of schools incorporating biophilic principles will be examined. Moreover, two teachers teaching in a school implementing a developmentally appropriate curriculum for the age group (3-5) will be interviewed. In conclusion, spending time outdoors and in nature in education settings has a range of long-term physical and psychological benefits for children. Furthermore, studies have proven many other benefits of nature elements and designing with nature elements indoors on children’s physical and psychological well-being. Research has shown that stress reduction, improved mental health, better cognitive function, and lower obesity rates are a few examples of the benefits. Furthermore, Waldorf’s approach and nature-based education in early childhood both emphasize the use of natural environments and outdoor settings as a key aspect of learning and development.37 0