The Role of the Kindergarten Environment and Learning Strategies in Providing Kindergarten Children with Reading Readiness Skills from the Perspective of Kindergarten Teachers

The study aimed to reveal the role of the kindergarten environment, learning, and teaching strategies in providing kindergarten children with certain readiness skills. The researchers employed a descriptive approach, and the study sample consisted of all kindergarten teachers in government schools within the Sahab Brigade and Al-Muwaqar education districts, totaling 125 teachers. The results indicated that the kindergarten environment, along with learning and teaching strategies, played a significant role in providing kindergarten children with reading skills, as there was a strong positive correlation among the three variables. The findings also revealed that the degree of female teachers' use of the kindergarten environment (which includes a resource-rich setting, educational corners, and a library corner) and learning and teaching strategies (such as learning through play, storytelling, role-playing, and cooperative learning) was at an important level. Additionally, it was found that there were no statistically significant differences at the significance level (α = 0.05) in the degree of female teachers' use of the kindergarten environment due to the variables of teaching experience and educational qualifications, except for the resource-rich environment. However, there were statistically significant differences at the significance level (α = 0.05) in the degree of teachers' use of learning and teaching strategies due to the variables of teaching experience and educational qualifications.