The Reality of Educational Activities and Their Role in Reducing Emotional Disorders among Kindergarten Children: A Field Study from the Perspectives of Educational Supervisors

1-Asmhan Abdelmahmoud Khamis Saeed - Student, Faculty of Graduate Studies & 2- Mohamed Almahdi Omer Mohamed Abdelkarim, Professor

Abstract

This study aimed to identify the role of educational activities in reducing the severity of emotional disturbances among kindergarten children from the perspectives of educational supervisors. The researchers employed the descriptive-analytical approach and developed a questionnaire, which was administered to a sample of (80) educational supervisors. The findings revealed that educational activities play a significant role in alleviating manifestations of anxiety, anger, and social withdrawal among children. The results also indicated the presence of statistically significant differences in the role of educational activities in reducing emotional disturbances attributable to the type and level of academic qualification among educational supervisors, in favor of those holding higher degrees (Master’s or PhD) and those specialized in fields directly related to childhood or mental health. Furthermore, statistically significant differences were found based on years of experience, favoring more experienced supervisors, as well as differences attributable to the type of kindergarten (public/private), in favor of supervisors working in private kindergartens.

The study proposed several recommendations to enhance the use of educational activities as a supportive tool for children’s mental health. These include activating educational programs that integrate emotional and affective activities, training teachers to effectively utilize activities in addressing behavioral and emotional problems, and involving parents in supporting kindergarten activities both داخل and outside the institution.