الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction:
Guided imagination activates the children’s memory, expandes their perceptions, and gives them the ability to think that grows in line with the type of stimuli available to them. Thus, they can acquire the experiences and abilities that enable them of grooming the vital and social framework for their personalities.
Problem of the Study:
The problem of the study is determined in low listening and visual thinking skills of the kindergarten child. Thus, the current study seeks to use the strategy of directed imagination in developing some visual thinking and listening skills in the second-level kindergarten child.
questions of the Study:
This study attempts to answer the following two questions:
1. What is the efficiency of using the directed imagination strategy in developing some visual thinking skills for a child of the second level of kindergarten?
2. What is the efficiency of using the directed imagination strategy in developing some listening skills for a child of the second level of kindergarten?
Objectives of the study:
This study aims to design a program using the guided imagination strategy in developing some visual thinking and listening skills for the second-level kindergarten child, in order:
1. To develop the visual thinking skills of a child of the second level of kindergarten and
2. To develop the listening skills of a child of the second level of kindergarten
hypothesis of the Study:
This study aims to test the following hypotheses:
1. There is a statistical significance of differences in average scores of children of the research group, in the pre and post applications, of visual thinking skills in favor of the post.
2. There are statistical significance of differences in average scores of children of the research group, in the two applications, the pre and post, in favor of adding the post.
The importance of the study:
1. This study may open the way to use the strategy of directed imagination in other preparatory and secondary stages,
2. It concerned, directly, with studying the development of listening skills among kindergarten children and the relative scarcity of such a strategy,
3. It presents an indicative program that shows how to use the ”guided imagination” strategy in providing attractive activities for the kindergarten child that may be applicable in the kindergarten stage,
4. It provides kindergarten teachers with new methods and strategies that can be easily applied in teaching kindergarten children and
5. It provides the responsible for developing kindergarten curricula with a procedural model on how to use the ”guided imagination” strategy in developing the listening and visual thinking skills in a way that may contribute in developing programs for listening and visual thinking skills for the child.
The limits of the study :
• Objective limits: the study dealt with visual thinking skills, which are: (shape recognition and description; shape analysis; linking relationships; interpretation of visual ambiguity; visual discrimination and extracting meanings), and listening skills such as the child retells what he heard in his own language, repeats the phrase that he liked in a story, rearranges the sentences he heard in the story, simulates Expressive Physical Movements Mentioned in the events of the audio text, gives another end to the story, mentions the lessons learnt from the audio text, puts another appropriate title for the story, understands the key words in the audio text by linking the meaning to the image indicating it, understands the meanings of the sentences received in the audio text, identifies the central characters in the story, infers the event and its characteristics and qualities that he heard and identifies the events mentioned in the audio text.
• Time limits: The second semester of the academic year 2021/2022 AD.
• The spatial boundaries: Al-Zabaiba School Kindergarten, Basic Education, Al-Sahel Al-Bahari Village, Al-Balina Police Station, Sohag Governorate.
• Human limits: a sample of the children of the second level of kindergarten, the most effective (20) boys and girls were chosen randomly.
Study methodology and variables:
• This study based on the experimental method that aims to use a one-group design, using a pre- and post test for the study variables.
Study materials and tools:
According to its nature and objectivesof this study, the hereunder materials and tools were prepared:
• First: Study materials:
1. A booklet of activities for the kindergarten child in the second level.
2. The teacher’s guide shows how to teach the proposed program.
• Second: The search tools:
1. A visual thinking skills’ scale for a child of the second level of kindergarten.
2. A listening skills’ Test for the second-level kindergarten child.
Field study:
In this study, the researcher:
1. Prepared a child’s booklet according to the requirements of the study sample,
2. Prepared the teacher’s guide to teach the guided imagery strategy,
3. Prepared the listening skills test,
4. Prepared a scale for visual thinking skills,
5. Presented the research materials and tools to a group of arbitrators in order to control them according to the opinions of the arbitrators,
6. Carried out the exploratory experiment of the research tools (listening test and visual thinking skills scale) on a group of children of the second level of kindergarten from outside the original sample, in order to calculate the validity, reliability and application time of these tools,
7. Selected the study group from the children of the second level of kindergarten,
8. Carried out the pre- application of the research tools on the children of the research group,
9. Taught the study unit to the students of the experimental group using the strategy of directed imagination,
10. Conducted post-application of research tools to children of the second level of kindergarten, the research sample,
11. Monitored and statistically processed the results of the application, concluded, analyzed and interpreted the results and
12. Presented a set of recommendations and suggestions in light of the results of the research.
Findings:
There is a statistical significance of differences at the level (0.05) between the average scores of the children of the research group, in the pre and post applications of the visual thinking skills scale in favor of the post application,
There is a statistical significance of differences at the level (0.05) between the average scores of the children of the research group, in the pre and post applications of listening skills test in favor of the post application,
Using the directed imagination strategy in developing some visual thinking skills for a child of the second level of kindergarten is proved to be efficient and
Using the directed imagination strategy in developing some listening skills for a child of the second level of kindergarten is proved to be efficient.